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And yet it was a lovely flower, 

Its color bright and fair; 

It might have graced a rosy bower 
Instead of hiding there. 


Down in a green and shady bed 
A modest violet grew; 

Its stalk was bent, it hung its head. 
As if to hide from view. 






PRACTICAL STUDIES 


ENGLISH GRAMMAR 

/ ' 

ty 

FOR PRIMARY AND INTERME-^ 
DIATE GRADES 


By 

SAMUEL WILBER NORTON, Ph. D. 




A. FLANAGAN CO. 
Chicago | New York 





-tEh'I 


THE LIBRARY OF 
CONGRESS, 
Two Copies Received 


MAY. 10 1901 

Copyright entry 

5*^.2 tjq** 

CLASS Oj XXc. N». 


COPY B. 


Copyright, 1901, by 
A. FLANAGAN COMPANY. 


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PREFACE. 


The mastery of any science involves two things,— a 
knowledge of the principles governing the science and 
the ability to apply them. The chief difficulty in teach¬ 
ing language to young pupils arises from the necessity of 
presenting the formal parts in a simple and attractive 
manner. This difficulty lias led some writers to elimi¬ 
nate as far as possible from the first language lessons all 
that pertains to technical grammar. Others have even 
sought to teach language throughout by mere practice 
without any formal exposition of principles. 

It should be borne in mind, however, that the first 
years of mental activity are acquisitive rather than pro¬ 
ductive. In the training of young pupils, therefore, 
work in original composition should not be given such 
prominence as to exclude the acquisition of facts and 
principles and the mastery of forms. 

In preparing this book, the proper relation of theory 
and practice has been constantly borne in mind. Princi¬ 
ples and definitions have been given from the outset, but 
in most cases with much less formality than is usual in a 
merely technical grammar. In the formulation of defini¬ 
tions and statements, much attention has been given to 
simplicity and perspicuity. The grammatical points have 
been copiously illustrated by easy examples, and abun¬ 
dant selections have been given from standard writers to 
serve the purposes of both grammatical and literary 
study. s. w. n. 



















f 































































































— 5 — 


WHAT AN OBJECT IS. 
How many senses have we? Name them. 


By which sense do we perceive the 
form and color of a bird? 




By which sense do we perceive the sound 
of a bell f 


By which sense do we perceive 
that an apple is sweet or sour f 




By which sense do we perceive the odor 
of a rose f 


By which sense do 
we perceive that marbles 
are hard and smooth f 



Anything that we can perceive by the senses is called 
an object . 




— 6 — 


NAMES OF OBJECTS. 


What do you call the object shown by the 
f ) first picture ? Do you give this name to all 


( f objects of this kind ? 

y What do you call 


the object shown by 


the second picture? Do you call all objects of 


this kind by this name 
What do you call the 
shown by the third picture ? 


object 



Do you give this name to 
all similar objects? 

Name some objects you can 
see in the schoolroom. Name some objects near the 
schoolhouse. 

When we speak about an object, we generally use its 
name. 



We could not make ourselves easily understood by 
others if we did not name the objects of which we 
spoke. 

The words which we use as names of objects we call 
nouns. The word noun means name. 


Write the names of ten different kinds of objects. 
Learn the following stanza: — 

Little drops of water, 

Little grains of sand, 

Make the mighty ocean, 

And the pleasant land. 

— Julia A. Carney. 

Tell which words in this stanza are nouns. 










— 7 — 


KINDS OF OBJECTS. 


Write the following words from dictation: — 


Iowa 

bird 

Chicago 

rose 

violet 

star 

farmer 

loud 

seven 

John 

orange 

iron 

black 

gold 

tailor 

desk 

river 

city 

France 

when 

apple 

lily 

garden 

noise 

brook 

Ruth 

Henry 

pear 

Are these 

words all 

nouns ? Point out 

all that 


not nouns. 

Tell something about the object named by each noun. 


Learn the following stanzas: — 

What if a drop of rain should plead,— 

‘ £ So small a drop as I 
Can ne’er refresh the thirsty mead; 

I’ll tarry in the sky ” ? 

What if the shining beam of noon 
Should in its fountain stay; 

Because its feeble light alone 
Can not create a day? 

Does not each raindrop help to form 
The cool, refreshing shower? 

And every ray of light to warm 
And beautify the flower? 

Point out all nouns, and tell something about each 
object named. 



— 8 — 


EXERCISE. 


Name the object shown in this picture. 
Learn the following stanzas: — 


Down in a green and shady bed 
A modest violet grew; 

Its stalk was bent, it hung its head, 
As if to hide from view. 


And yet it was a lovely flower, 

Its color bright and fair; 

It might have graced a rosy bower 
Instead of hiding there. 



Yet there it was content to bloom, 

In modest tints arrayed, 

And there it spread its sweet perfume 
Within the silent shade. 


Then let me to the valley go, 

This pretty flower to see, 

That I may also learn to grow 
In sweet humility. 

(The Violet.) — Jane Taylor, 

Point out all nouns. Tell what is meant by modest 
stalk — bower — tints — arrayed —perfume — valley 
humility. 

Tell something about each object named in the poem. 


— 9 — 


INDIVIDUAL NAMES —PROPER NOUNS. 
Write the following words from dictation: — 


George 

America 

Rover 

August 

Amazon 

Clara 

Lavina 

January 

April 

Russia 

Illinois 

Spain 

Thames 

Chicago 

Maine 

Henry 

Tuesday 

Robert 

Sunday 

November 

July 

Charles 

Indiana 

Fido 


Are all these words names? Are they names of 
hinds of objects , or are they names of individual objectsf 

The name of an individual object is called an indi¬ 
vidual name. 

Individual names are called proper nouns . 

Point out all individual names of persons — of ani¬ 
mals — of countries — of states — of cities — of rivers — 
of days of the weeh — of months. 

A proper noun should begin with a capital letter. 

Learn the following stanza: — 

Under my window, under my window, 

All in the midsummer weather, 

Three little girls with flattering curls 
Flit to and fro together. 

There’s Belle with her bonnet of satin sheen, 

And Maude with her mantie of silver green, 

And Kate with her scarlet feather. 

— Thomas Westwood. 

Point out all nouns and tell which are individual 


names. 



—10 — 


NAMES OF PERSONS. 


Write the following names 

George Washington 
Benjamin Franklin 
Thomas Jefferson 
Richard Henry Lee 
Alexander Hamilton 
Christopher Columbus 
John Paul Jones 
Abraham Lincoln 
James K. Polk 


from dictation: — 

Andrew Jackson 
William Penn 
Patrick Henry 
John Adams 
Ethan Allen 
Daniel Webster 
Nathan Hale 
Daniel Boone 
S. F. B. Morse 


William Henry Harrison 


Are these individual names f Can you tell anything 
about the persons whose names are given here ? 

Of how many names does each full name consist? 
With what kind of letter does each name begin? Which 
names are not written in full ? 

A person’s full name usually consists of two or more 
single names. The laet is called the surname . The 
other names are called Christian names , or given names. 

Often only the first letter of a name is written. This 
is called an initial. An initial should be followed by 
a period. 


Write the following names, 
names: — 


Henry Wadsworth Longfellow 
John Greenleaf Whittier 
William Cullen Bryant 
Ralph Waldo Emerson 


using initials for given 

Oliver Wendell Holmes 
James Russell Lowell 
John Godfrey Saxe 
Washington Irving 



— 11 — 


SHORTENED FORMS OF CHRISTIAN NAMES 


Copy the following names: — 

Geo. W. Brown Jas. R. Perry 

Benj. P. Hunter Jos. A. Irwin 


Of how many parts does each name consist ? How is 
the middle part written ? 

What does Geo. stand for ? — Benj. f — Jas. f — Jos. f 

Sometimes, instead of writing a given name in full, 
or only the initial, we write a shortened form called an 
abbreviation. 

An abbreviation should be followed by a period. 

The most common abbreviations of names of persons 
are the following: — 


Alex., Alexander. 
And., Andrew. 
Aug., Augustus. 
Benj., Benjamin. 
Chas., Charles. 
Edm., Edmund. 
Edw., Edward. 
Fred., Frederic. 
Geo., George. 
Jas., James. 


Jona., Jonathan. 

Jos., Joseph. 

Matt., Matthew. 

Natli., Nathaniel. 

Phil. , Philip. 

Robt., Robert. 

Sami, or Sam., Samuel. 
Theo., Theodore. 

Tlios., Thomas. 

Wm., William. 


Write the following names, using abbreviations for 
first names and initials for middle names: — 


Robert Wilson Blake 
William Arthur Gale 
George Henry Scott 
Thomas Jefferson Wheeler 


Charles Edward Clark 
James Perry Stevens 
Joseph Hale Newman 
Philip Sidney Gibbons 




12 


TITLES USED WITH NAMES OF PERSONS. 


Write the following from dictation:— 


Sir Walter Raleigh, 
Lady Jane Grey, 
Captain John Smith, 
Lord Baltimore, 
Professor Morse, 
Count Pulaski, 


General Montgomery, 
Mr. Robert Morris, 

Rev. Thomas Hooker, 
Mrs. Bishop Thompson, 
Miss Phoebe Cary, 
James Warner, Esq. 


Point out each surname—each given name — each 
title of office or respect used with the name of a person. 

We often use some word before or after a person’s 
name, to shotv his rank, office, or profession, or merely 
as a sign of our respect. Such words are mostly nouns 
and are called titles. 

The most common titles of respect are — 

Mr. (Mister), used before a man’s name; 

Mrs. (Mistress), used before a married woman’s name; 

Master, used before a boy’s name; 

Miss, used before the name of a girl or of a young 
lady. 

A title, like an individual name, should begin with a 
capital. 

The words uncle and aunt are often used like titles, in 
which case they should begin with capitals. 

Ex.— Uncle Henry. Aunt Maria. 


Put a title of respect before each of the following 
names:— 

Henry Wilson (a man), Ida Brown (a married woman), 

James Turner (a boy), Harriet Robinson (a young 

Clara Harvey (a girl), lady). 



-13 


ABBREVIATIONS OF TITLES. 

In writing a title, we use, in most cases, a shortened 
form, or abbreviation. 

Some titles are placed before, others after, the name. 


Copy the following list of titles and their abbrevia¬ 
tions:— 


Titles Used before the Name. 
Adjt. } Adjutant. 

Brig. - Gen. , Brigadier- 
General. 

Capt ., Captain. 

Col., Colonel. 

Dr., Doctor. 

Gen., General. 

Gov., Governor. 

Hon., Honorable. 

Lieut., Lieutenant. 

M. or Mons., Monsieur. 

Mad. or Madm. , Madam. 
Maj., Major. 

Messrs., Messieurs. 

Mile., Mademoiselle. 

Mmes., Mesdames. 

Mr., Mister. 

Mrs., Mistress. 

Pres., President. 

Prof. , Professor. 

Rev., Reverend. 

Rt. Hon. , Right Honorable. 


Titles Used after the Name. 
A. B. or B. A., Bachelor of Arts. 

A. M. or M. A., Master 

of Arts. 

Bart., Baronet. 

B. S. , Bachelor of Science. 

D. D., Doctor of Divinity. 

D. M. , Doctor of Music. 

Esq., Esquire. 

Jr., or Jun., Junior. 

LL. B. , Bachelor of Laws. 
LL. D., Doctor of Laws. 

M. C., Member of Congress. 

M. D., Doctor of Medicine. 

M. P., Member of Parliament. 
Ph. D., Doctor of Philosophy. 
P. M., Postmaster. 

Sr., Senior. 

Supt. , Superintendent. 

Treas ., Treasurer. 



- 14 - 


ABBREVIATIONS OF NAMES OF STATES. 

When we write a person’s address in a letter or on an 
envelope, we usually write an abbreviation of the name 
of the State or Territory in which he lives. 


Copy and learn the following abbreviations:— 


Ala ., Alabama. 

Ark., Arkansas. 

Ariz. T '., Arizona Territory. 
Cal., California. 

Colo., Colorado. 

Conn. , Connecticut. 

D. C. , District of Columbia. 
Del., Delaware. 

Fla., Florida. 

Ga ., Georgia. 

111., Illinois. 

Ind., Indiana. 

Ind. T., Indian Territory. 
Kas. , Kansas. 

Ky., Kentucky. 

La.; Louisiana. 

L. I. , Long Island. 

Mass. , Massachusetts. 

Md. , Maryland. 

Me., Maine. 

Mich., Michigan. 

Minn., Minnesota. 

Miss., Mississippi. 

Mo., Missouri. 


Mont., Montana. 

N. C. , North Carolina. 

N. Dale., North Dakota. 
Nebr., Nebraska. 

Nev., Nevada. 

M. H., New Hampshire. 

N. J., New Jersey. 

V. Mex., New Mexico. 

JST. Y., New York. 

O. , Ohio. 

Ok. T., Oklahoma Territory. 
Ore., Oregon. 

Pa. or Penn., Pennsylvania. 

R. I., Rhode Island. 

S. C., South Carolina. 

S. Dak., South Dakota. 

Tenn. , Tennessee. 

Tex., Texas. 

Va., Virginia. 

Vt., Vermont. 

Wash. , Washington. 

Wis., Wisconsin. 

W. Va., West Virginia. 

Wyo., Wyoming. 



15 - 


HOW TO WHITE ADDRESSES. 

Copy the following: — 

Mr. John T. Brooks, 

4498 Langley Ave., 

Chicago* 

Ill. 

Mrs. Mary S. Burch, 

Litchfield, 

Minn. 

Miss Clara C. Chase, 

Norwalk, 

Monroe Co., 

Wis. 

When we send a letter to a person, we write his address 
on the envelope inclosing the letter. 

A person’s address consists of the following items: — 

1. His name and proper title; 

2. The name of his post office; 

3. The name of his street and his door number, if he 
lives in a city; 

4. The name of his county, if he lives in the coun¬ 
try, or in a village, or a small town; 

5. The name of his State. 


Write the addresses of five of your relatives. 

Write the addresses of ten of your friends or acquaint¬ 
ances. Write your own address. 



- 16 - 


EXERCISE. 

Name all the objects you can see in the picture on 
the opposite page. Can you name the colors of the 

rainbow f 

Study the following stanzas: — 

The rainbow, how glorious it is in the sky ! 

And yet its bright colors are soft to the eye. 

There the violet, and blue, and bright yellow are seen, 
And orange, and red, and such beautiful green. 

Oh, I wonder what paints the bright bow in the sky ! 

See, it spreads out so wide, and it arches so high ; 

But now at one end ’tis beginning to fade, 

And now nothing is seen but a cloud’s misty shade. 

’Tis God who thus paints the fair heavenly bow, 

And sets it on high His great mercy to show; 

He bids men look on it, and then call to mind 
His promise once graciously made to mankind. 

The sea it may swell, and the clouds roll on high, 

But God rules the sea and the wild storm}' sky; 

And so evermore shall the sea its bounds know, 

Nor o’er the dry land in a wide deluge flow. 

(The Rainbow.) — Clayton . 

Point out all nouns. Notice that the word God is 
written with a capital initial. Can you tell why? 

Which lines end with similar sounds f Lines ending 
with similar sounds are said to rhyme. 

In poetry every line should begin with a capital. 























— 18 


DATES — NAMES OF THE MONTHS. 
Copy and read the following: — 


Jan. 5, 1899. 
Feb. 1, 1900. 
Mar. 6, 1850. 


Apr. 20, 1877. 
May 2, 1889. 
June 4, 1892. 


Each of these groups is called a date. When we write 
a letter, we usually put the date of our letter at the begin¬ 
ning. 

A date consists of the name of the month , the number 
of the day of the month , and the number of the year. 

The number of the,day of the month, and the number 
of the year, are written with figures. 

In reading dates, notice that Feb. 1 is not read Febru¬ 
ary one , but February first. In the same way, we say 
March sixth , May second , June fourth , and so on. 

Most names of months are abbreviated in writing 
dates. 

Write the following names of months, and their 
abbreviations: — 


January, Jan. 
February, Feb. 
March, Mar. 
April, x\pr. 
August, Aug. 


September, Sept. 
October, Oct. 
November, Nov. 
December, Dec. 


May , June, and July should not be abbreviated. 
Write the date of your last birthday. 

Write the date of George Washington*s birth. 


—19 — 


CLASS NAMES —COMMON NOUNS. 

Write the following words from dictation: — 

horse house 

dog street 

Are these words names of objects ? Describe the 
object named by each word. 

Is each word the name of an individual object, or of 
a whole class of objects ? Do you know what is meant 
by a class of objects ? 

A class is made up of objects of the same kind. Thus, 
one kind of objects we call trees, another birds , another 
rivers , another mountains , and so on. 

The name of a class of objects is called a common 
noun. 

An object that belongs to a class may also have an 
individual name. 

Do you know any horses , dogs , houses , or streets that 
have individual names ? 

Write ten common nouns. 

Point out all common nouns in the following 
stanza: — 

April brought the blossoms out, 

May winds scattered them about, 

Till the grassy floor below 
Whitened with their fragrant snow. 

Then came June with golden sun, 

Of all months the fairest one, 

Smiling on the trees and brooks 
Like a child with picture-books. 

(Cherries.) — Frank Dempster Sherman. 



— 20 — 


WHAT OBJECTS DO —VERBS. 


Name the object shown in the first 
picture. What is the hare doing? Do 
all hares run ? Name some other objects 
that run. 




Name the object shown in the second 
picture. What is the bird doing ? Do 
all birds fly ? What else do birds do? 


Name the object shown in the third 
picture. What is the duck doing ? Do 
all ducks swim ? Name some other ob¬ 
jects that swim. 



a 


Name the object shown in the last 
picture. What is the kitten doing ? Do 
all kittens play ? Name some other ob¬ 
jects that play. 


Copy the following groups of words : — 


1. Hares run. 

2. Birds fly. 

3. Ducks swim. 

4. Kittens play. 


5. Horses trot. 

6. Men work. 

7. Pupils study. 

8. Leaves rustle. 


Which word in each group is the name of a class of 
objects ? What do we call such words ? 

Which word in each group tells what certain objects 

dof 

Words used to tell what objects do, are called verbs. 
Write ten verbs. 






— 21 


STATEMENTS. 

Write the following groups of words from dicta¬ 
tion: — 

1. Birds sing. 

2. Plants grow.' 

3. Stars twinkle. 

4. Boys play. 

5. Bells ring. 

6. Dogs bark. 

7. Winds blow. 

What objects are spoken of in the first group? — in 
the second? — in the third? — in the fourth? — in the 
fifth? — in the sixth? — in the seventh? 

What is said about birds f — plants f — stars f — boys f 
— bells f — dogs ? — winds f 

With what kind of letter does each group begin ? 

What mark is placed after each group ? 

A group of words by which we state , or tell , some¬ 
thing about some object or objects, we call a statement. 

When when we write a statement which is complete 
in itself, we should begin the first word with a capital 
letter, and should put a period after the last word. 


Copy the following statements, and tell what each is 
about, and what each means : — 

1. A new broom sweeps clean. 

2. Still waters run deep. 

3. A small spark makes a great fire. 

4. Little leaks sink great ships. 



- 22 - 


EXERCISE. 

Make statements of two words each by stating, or 
telling, something about the object or objects named by 
each of the following words: ; — 


cattle 

lambs 

rain 

snow 

bears 

fire 

horses 

fishes 

men 

grass 

ships 

bees 

sheep 

clouds 

ice 


With what kind of letter do you begin each state¬ 
ment? What mark do you place after each statement? 

Learn the following stanzas: — 

Dreary winter now is gone; 

Fields and woods are putting on 
New spring robes of living green; 

Flowers everywhere are seen. 

Robins sing among the trees, 

Gardens swarm with busy bees, 

Cattle graze upon the hills, 

Children wander by the rills. 

Point out all statements. What is each statement 
about ? Is each statement followed by a period ? 

Notice that we sometimes put a comma or a semicolon 
after a statement, when we have a number of short state¬ 
ments that are closely connected in thought. 

Point out all nouns and all verbs. 


— 23 — 


QUESTIONS. 

Copy the following groups of words: — 

1. Do birds sing ? 

2. Does fire burn ? 

3. Do stars twinkle ? 

4. Does grass grow ? 

5. Do ducks swim ? 

6. Does John write ? 

What is the first group about? Is anything told, or 
stated, about birds? Is anything asked about them? 
What is asked about them ? 

What is each of the other groups about? 

What is asked about fire f — stars f — grass ? — ducks f 
— John ? 

With what kind of letter does each group begin? 

What mark is placed after each group ? 

A group of words by which we ask something about 
some object or objects, we call a question. 

When we write a question, we should begin the first 
word with a capital letter, and should put an interroga¬ 
tion point, or question mark, after the last word.* 


Copy the following stanza: — 

“Shall 1 sing ? ” says the Lark; 

< < Shall I bloom ? ” says the Flower ; 
“Shall I shine ? ” says the Sun: 
“Shall I fall?” says the Shower. 

Foint.out all questions — all statements. 



— 24 — 


EXERCISE. 

Write a question about the object or objects named 
by each of the following nouns: — 


crickets snow oxen 

flowers rain pupils 

rivers ice geese 

robins water frogs 

horses trees fishes 


With what kind of letter do you begin the first word 
of a question? What mark do you place after the last 
word ? 

Learn the following stanzas: — 

Why do birds delight to sing, 

As they flit among the trees ? 

Why does flowery springtime bring 
Busy hum of buzzing bees ? 

Why do trees and flowers grow ? 

Why does verdure clothe the field ? 

Why do summer breezes blow ? 

Why does grain its riches yield ? 

Why does night succeed the day ? 

Why do stars adorn the sky ? 

Why do happy children play ? 

Why does beauty please the eye ? 

Point out all questions, and tell what each is about. 
Point out all nouns and all verbs. 


— 25 - 


STUDY OF A POEM. 



Tell what you can see in this picture. 
Study the following stanzas: — 

Down the hill’s snow-covered side 
On our steel-shod sleds we ride, 
While the air goes rushing by 
As we onward swiftly fly. 

Now our hearts with pleasure thrill 
As we rush adown the hill, 
Speeding o’er the frozen snow 
To the little plain below. 







- 26 - 


STUDY OF A POEM. 

Now and then a merry shout 
On the frosty air rings out, 

Telling of some boy’s delight 
At our headlong downward flight 

Swifter and yet swifter still 
Glide our sleds adown the hill, 
Keener, too, the breezes blow, 

Setting all our cheeks aglow. 

Now the steep descent is passed, 

And the plain is reached at last; 

O’er its surface smooth we glide 
Till we gain the further side. 

Quickly from our sleds we spring; 
Loud our merry voices ring 
As we climb with eager pace 
To regain our starting-place. 

Down we slide once more, and then 
Clamber up the hill again; 

Climbing, sliding, each in turn, 
Pleasure thus by toil we earn. 

Fitting type of human life, 

Where repose is sought through strife: 
Where men toil and suffer pain 
Future happiness to gain. 

(Coasting.)— J. M. 

Point out all nouns, and all verbs. 


— 27 — 


COMMANDS. 

Copy the following group of words: — 

1. Fanny, close your book. 

2. Please shut the door, James. 

3. Helen, see this beautiful rose. 

4. Mary, please lend me your thimble. 

5. Go away, Fido. 

Who is spoken to in the first group ? — in the second 

group ? — in the third group ? — in the fourth group ?_ 

in the last group ? 

What is Fanny asked,, or told, to do? — James? _ 

Helen ? — Mary ? — Fido ? 

What mark separates each of the names from the rest 
of the group ? 

With what kind of letter does each group begin ? 

What mark is placed after each group ? 

When we use a group of words to tell or ask some 
one to do something, we call this group a command. 

When we write a command, we should begin the first 
word with a capital letter, and put a period after the last 
word, if the command is complete by itself. The name 
of the one to whom the command is given, should be set 
off by a comma. 


Point out all commands in the following stanza: — 

Sing your song, pretty Bird; 

Boses, bloom for an hour; 

Shine on, dearest Sun; 

Go away, naughty Shower. 



— 28 — 


EXCLAMATION S. 

Copy the following groups of words: — 

1. How the wind blows! 

2. See the dust .fly! 

3. What a storm! 

4. How dark it is! 

5. What a flash! 

6. Hear it thunder! 

Point out each group that states, or tells, something. 
Are these groups used merely as statements, or are they 
also used to express sudden or strong emotion, or feeling ? 

Point out each group in which some one is told to do 
something. Are these groups used merely as commands , 
or are they also used to express sudden or strong emotion f 

Tell what kind of mark is placed after each group. 

We often use statements, commands, etc., to express 
wonder , surprise , joy, grief \ fear , or some other sudden 
or strong emotion. Any expression that we use in this 
way, we call an exclamation. 

When we write an exclamation, we should put an 
exclamation point after the last word. 


Write an exclamation about the object or objects 
named by each of the following nouns: — 


rose 

music 

birds 

lesson 

tree 

fields 

snow 

pony 

bees 

knife 

stars 

violet 

boat 

noise 

boys 

story 



— 29 — 


SENTENCES. 

Write the following groups of words from dicta¬ 
tion: — 

1. John is reading. 

2. Is John reading? 

3. Read, John. 

4. How well John reads! 

Which group is a statement f — a question f — a com ¬ 
mand f — an exclamation f 

Does each group make complete sense by itself ? 

With what kind of letter does each group begin ? 

What mark is placed at the end of each group ? 

A group of words that makes complete sense , we call 
a sentence. 

A statement is called a declarative sentence. 

A question' is called an interrogative sentence. 

A command is called an imperative sentence. 

A sentence used as an exclamation is called an ex¬ 
clamatory sentence. 

When we write a sentence, we should always begin 
the first word with a capital letter. 

Tell what kind of mark should be placed after each 
kind of sentence. 


Tell the kind of each of the following sentences: — 

1. The burnt child fears the fire. 

2. Make hay while the sun shines. 

3. What do people mean by “sour grapes ” ? 

4. How beautiful is the rain! — Longfellow. 

5. Fling wide the generous grain.— Bryant. 



- 30 - 


SUBJECT AND PREDICATE. 

Copy the following sentences: — 

1. Trees grow. 

2. Leaves fall. 

3. Wolves howl. 

4. George writes. 

5. Fanny sings. 

Are all these sentences of the same kind ? Of which 
kind are they ? 

Tell what each sentence is about. Which word in 
each sentence shows what the sentence is about ? What 
kind of word is trees ? — leaves f — wolves ? — George f — 
Fanny f 

What word shows what is said about trees f — leaves f 
wolves f —- George f — Fanny f 

What kind of word is grow f —fall f — howl f — 
writes f — sings f 

Every sentence consists of two parts, called subject 
and predicate. 

The subject denotes the object or objects about which 
something is stated or asked, or to which a command is 
given. 

The predicate shows what is stated, asked, or com¬ 
manded. 


Point out the subject and the predicate in each of the 
following sentences: — 

1. Flowers fade. 4. Spiders spin. 

2. Do squirrels climb? 5. Does cork float? 

3. How the bees buzz! 6. Winds whistle. 



- 31 - 


ANALYSIS — STATEMENTS. 


Copy the following sentences: — 


1. Pupils study. 

2. Classes recite. 

3. Henry shouts. 

4. Whistles blow. 


5. Hailstones rattle. 


Are all these sentences of the same kind ? Of which 
kind are they ? 

What is the subject of the first sentence? — of the 
second ? — of the third ? — of the fourth ? — of the fifth ? 

What is the predicate of the first sentence ? — of the 
second ? — of the third ? — of the fourth ? — of the fifth ? 

What kind of word is each subject? — each predi¬ 
cate ? 

In pointing out the subject and the predicate of each 
of these sentences, you have divided them into parts, and 
told the use of each part. 

Dividing a sentence into its parts, and telling the use 
of each part, is called analysis. 


Analyze each of the following sentences: — 


4. Vapor rises. 

5. Daisies nod. 

6. Owls hoot. 


1. Day dawns. 

2. Waves dash, 

3. Snow falls. 


Model.-—Birds sing. Birds is the subject; sing is 
the predicate. 



— 32 - 


ANALYSIS—QUESTIONS AND EXPLANATIONS 

Copy the following sentences: — 

1. Does music charm? 

2. How the windows rattle! 

3. Does smoke rise? 

4. How time flies! 

5. Does fire burn? 

Are all these sentences of the same kind ? Tell the 
kind of each. 

Point out the subject of each sentence. Is the sub¬ 
ject the first word in each of these sentences ? Which 
subject consists of two words? Are both words nouns ? 

Point out the predicate of each sentence. Of how 
many words does each predicate consist? 

In interrogative and in exclamatory sentences the 
subject does not usually stand first, but follows some 
word that belongs to the predicate. 


Analyze each of the following sentences: — 

1. Do vines creep? 

2. Do beavers build? 

3. How the flies buzz! 

4. Do quails whistle? 

5. How the monkeys chatter! 

6. Do spiders weave? 

7. How the lambs frisk! 

8. Can parrots talk? 

Model .— Do the winds whistle f The winds is the 
subject; do whistle is the predicate. 



- 33 - 


STUDY OF A POEM. 


Name the flowers shown in these pictures. 
Study the following stanzas: — 


Come up, April^ through the valley, 
In your robes of beauty drest, 

Come, and wake your flowery children 
From their wintry beds of rest. 

Come, and overblow them softly 
With the sweet breath of the south; 
Drop upon them, warm and loving, 
Tenderest kisses of your mouth. 


Touch them with your 
rosy fingers, 
Wake them with 
your pleasant 
tread; 



Push away the leaf -brown covers, 
Over all their faces spread. 

Tell them how the sun is waiting 
Longer daily in the skies; 
Looking for the bright uplifting 
Of their softly-fringed eyes. 






- 34 - 


STUDY OF A POEM. 

Call the crow-foot and the crocus, 

Call the pale anemone; 

Call the violet and the daisy, 

Clothed with careful modesty; 

Seek the lo^ and humble blossoms, 

Of their beauties unaware, 

Let the dandelion and fennel 
Show their shining yellow hair. 

Bid the little homely sparrows, 

Chirping in the cold and rain 

Their impatient sweet complaining, 

Sing out from their hearts again. 

Bid them set themselves to mating, 

Cooing love in softest words, 

Crowd their nests, all cold and empty, 

Full of little callow birds. 

Come up, April, through the valley, 

Where the fountain sleeps to-day; 

Let him, freed from icy fetters, 

Go rejoicing on his way. 

Through the flower-enameled meadows 
Let him run his laughing race, 

Making love to all the blossoms 
That o’erlean and kiss his face. 

(An April Welcome .)—Phoebe Cary. 

Point out all nouns. Point out all verbs. 

What kind of sentences do you find in this poem ? 
What is meant by leaf-brown covers? — softly-fringed 
eyes ? — calloic ?—icy fetters ? — flower-enameled? 


— 35 


CONSTRUCTION WORK. 

Use each of the following nouns as a subject, and 
form statements by supplying a suitable predicate for each 
subject: — 


frost 

crows 

wasps 

watches 

leaves 

flies 

deer 

gold 

grass 

larks 

mice 

balls 

frogs 

lions 

hens 

bells 

Model .— Sparks. Sparks 

fly- 


Use each of the following nouns as 

a subject, and 

form questions by 

supplying a 

suitable predicate for each 

subject: — 




clouds 

doves 

cats 

billows 

streams 

whales 

dogs 

wheels 

breezes 

eagles 

boys 

hinges 

water 

tigers 

girls 

powder 

plants 

insects 

ships 

sugar 

Model .— Iron. Does iron rust? 


Use each of the following nouns as 

a subject, and 

form exclamatory sentences by 

supplying a 

, suitable predi¬ 

cate for each subject: — 



winds 

stars 

geese 

cannon 

thunder 

crickets 

fire 

lightning 

tempest 

sheep 

storms 

grass 

dewdrops 

kittens 

sparks 

plants 


Model. _ Swallows. How the swallows twitter ! 


— 36 - 


CONSTRUCTION WORK. 


Use each of the following verbs as a predicate, and 
form statements by supplying a suitable subject for each 
predicate: — 


blow 

melts 

wave 

buzz 

float 

flow 

bloom 

caw 

grows 

roar 

creep 

bark 

falls 

turn 

fade 

low 

Model .— Coo. 

Doves coo. 



Form questions by adding 

to each of 

the following 

verbs some word to make a complete predicate, and sup- 

plying for each predicate a suitable subject: 

— 

growl 

chirp 

study 

fight 

sting 

sing 

gnaw 

learn 

hiss 

swim 

scream 

boil 

bite 

play 

bleat 

tick 


Model .— Glitter. Does gold glitter? 

Use each of the following verbs as a predicate, and 
form exclamatory sentences by supplying for each predi¬ 
cate a suitable subject, and adding other wprds, if nec¬ 
essary to the sense: — 


burns 

rustle 

bite 

sparkle 

shines 

hoot 

frisk 

rattle 

blows 

jump 

bark 

roars 

flashes 

croak 

gabble 

twinkle 


Model .— Waves. How the grass waves ! 


— 37 — 


WORDS USED FOR NOUNS.—PRONOUNS 

Write the following sentences from dictation: — 

1. I read. 

2. We run. 

3. You write. 

4. He walks. 

5. She sings. 

6. It rains. 

7. They laugh. 

8. Who spoke? 

Tell the kind of each sentence. Point ont the predi¬ 
cate of each sentence. What kind of word is read f — 
write f — walks f — sings f — rains f — laugh f — spoke f 

Point out the subject of each sentence. Are these 
subjects names of objects f Are they used instead of 
names to denote objects? 

Can you tell how I is used ? — we f — you f — he? — 
she f — it f — they f — who f 

Instead of using the names of the objects of which 
we speak, we often find it more convenient to use words 
that denote these objects, but do not name them. 

Words that we use instead of nouns, we call pronouns. 
Pronoun means for a noun. 

The principal pronouns that we use as subjects are — 
1, we, you, thou, he, she, it, they, who, which, what, that. 

When we write the pronoun I, we should always use 
a capital letter. 

Write ten sentences using pronouns as subjects. 


— 38 — 


FINITE YEKBS. 

Copy the following groups of words:— 

1. James walks. 

2. James walking. 

Is the first group a sentence ? Why ? What kind of 
sentence is it? What is the subject? What is the word 
James ? What kind of a noun is it ? 

What word shows what James does ? What kind of 
word is walks? 

Is the second group a sentence ? Why not ? Who is 
named in this group? What word shows what James 
does ? 

Notice that walks and walking are both verbs, each 
showing what James does. But the two verbs are not 
used in the same way. 

T Yolks asserts , or declares , that James performs the act 
of walking. 

Walking merely assumes , or takes for granted , that 
James performs the act of walking. 

A verb used to assert something of some object or 
objects is called a finite verb. 

Every sentence must contain a finite verb. ' 


Examine the following groups, tell which are sen¬ 
tences, and point out all finite verbs : — 


1. Rover barks. 

2. Barking dogs. 

3. Snow falls. 

4. Snow falling. 

5. Whistling winds. 


6. Stars twinkle. 

7. Twinkling stars. 

8. Branches wave. 

9. Branches waving. 

10. Falling leaves. 



39 — 


ONE AND MORE THAN ONE — NUMBER, 

Copy the following sentences : — 

1. The boy is reading. 

2. The boys are reading. 

3. I am reading. 

4. They are reading. 

What is the subject of the first sentence? Does boy 
denote one object, or more than one? 

What is the subject of the second sentence? Does 
boys denote one object, or more than one? 

How is the word boy changed to make it mean more 
than one? 

What is the subject of the third sentence? Does 1 
mean one, or more than one f 

What is the subject of the fourth sentence? Does 
they mean one or more than one f 

A noun or a pronoun that denotes one object is said to 
be in the singular number. 

A noun or a pronoun that denotes more than one 
object is said to be in the plural number. 

The plural of most nouns is formed by adding an s to 
the singular. 

Ex.— Dog, dogs; -pen, pens; book, books. 


Write the plural of each of the following nouns, and 
use it as the subject of a sentence: — 


cricket 

frog 

lion 

flower 

marble 

bear 

pupil 

rabbit 

shower 

girl 

cloud 

hornet 

robin 

star 

plant 

spider 



— 40 — 


NOUNS THAT ADD A SYLLABLE IN THE 
PLURAL. 

Bead the following sentences : — 


1. The judge is speaking. 

2. The judges are speaking 

3. The horse is trotting. 

4. The hotses are trotting. 

5. The rose is blooming. 

6. The roses are blooming. 


In which number is judge f — horse f—rose f Of how 
many syllables does each consist? What is the final letter 
of each? Is this letter sounded? What is the final 
sound of judge f —of horse f of rose t 

What is the plural of judge f — of horse ?—of rose f 
Of how many syllables does each of these plurals consist? 

Notice that the s of the plural adds a new syllable to 
all nouns in silent e that end with the sound of j , s, or z. 


Write and pronounce the plural of each of the follow¬ 
ing nouns:— 


cage 

dose 

vice 

vase 

vise 

lace 

nose 

face 

size 


prize 

hedge 

trace 

wedge 

verse 

niece 

voice 

piece 

noise 


fleece 

phrase 

crease 

hearse 

choice 

breeze 

purse 

nurse 

brace 


ledge 

place 

spice 

price 

blaze 

slice 

juice 

grace 

pace 



— 41 — 


NOUNS THAT ADD A SYLLABLE IN THE 
PLURAL. 

Write the following sentences from dictation : — 

1. The crutch has been broken. 

2. The crutches have been broken. 

3. The class has recited. 

4. The classes have recited. 

5. The fish was caught. 

6. The fishes were caught. 

7. The fox is running. 

8. The foxes are running. 

9. The adz must be sharpened. 

10. The adzes must be sharpened. 

In which number is crutch? — class? — fish? — fox? 
adz? Of how many syllables does each consist? With 
what letter or letters does each end ? 

What is the plural of crutch ? — class ? —fish ?—fox ? 
— adz ? How is each of these plurals formed ? Of how 
many syllables does each consist? 

Notice that we add the syllable es to form the plural 
of a noun ending with ch , s, ss , sh, x , or z. 


Write and pronounce the plural of each o£ the follow¬ 
ing nouns:— 


birch 

lash 

lens 

ditch 

church 

lass 

hiss 

patch 

topaz 

sash 

dish 

stitch 

brush 

wish 

pass 

press 

guess 

tax 

bush 

glass 

notch 

box 

dash 

match 

couch 

ax 

gas 

ditch 



— 42 — 


PLUEAL OF NOUNS THAT END WITH 0. 


Write the following sentences from dictation : — 

The cameo was spoiled. 

The cameos were spoiled. 

The piano must be tuned. 

The pianos must be tuned. 

A hero has fallen. 

Heroes have fallen. 

In which number is cameo ?— piano? — hero? 

With what letter does each of these words end? In 
which is this o preceded by a vowel? — by a consonant? 

What is the plural of cameo ? —piano ? — hero ? 

The letters < 2 , e, i, 0 , and u are called vowels . 

The letters 5, c, d , y, A, j s A, l , m^ n , p , 

a?, and 2 are called consonants. 

The letters w and y are sometimes vowels, sometimes 
consonants. 

Notice that a noun ending with o preceded by a vowel 
forms the plural regularly, by adding s. Of other nouns 
ending with < 9 , some take s, others es. 


Write the plural of each of the following nouns: — 


Nouns 

with Plural in S, 

Nouns with 

Plural in 

duo 

embryo 

buffalo 

flamingo 

folio 

memento 

calico 

manifesto 

trio 

octavo 

cargo 

mosquito 

alto 

quarto 

echo 

mulatto 

halo 

canto 

grotto 

potato 

solo 

salvo 

motto 

tomato 

zero 

tyro 

negro 

volcano 




— 43 - 



STUDY OF A POEM. 


Tell what you see in this picture. 

Study the following stanzas : — 

My dog and I are faithful friends; 

We read and play together; 

We tramp across the hills and fields 
When it is pleasant weather. 

And when from school with eager haste 
I come along the street, 

He hurries on with bounding step, 

My glad return to greet. 







STUDY OF A POEM. 


Then how he frisks along the road, 

And jumps up in my face ! 

And if I let him steal a kiss, 

I’m sure it’s no disgrace. 

Oh, had he but the gift of speech 
But for a single day, 

How dearly should I love to hear 
The funny things he’d say ! 

Yet, though he doesn’t say a word 
As human beings do, 

He knows and thinks and feels as much 
As either I or you. 

And what he knows, and thinks, and feels 
Is written in his eye; 

My faithful dog can not deceive 
And never tells a lie. 

Come here, good fellow, while I read 
What other dogs can do; 

And if I live when you are gone; 

I’ll write your history, too. 

(The Two Friends .)—Susan Jewett. 


Point out all nouns, and tell the number of each. 
Point out all pronouns, and tell the number of each. 
Point out all finite verbs. 

What is meant by tramp? — hurries? — eager? — 
greet ? —frisks ? —faithful ? — deceive ? 



— 45 — 


PLUKAL OF NOUNS THAT END WITH 7. 

Write the following sentences from dictation: — 

1. Has the key been found ? 

2. Have the keys been found ? 

3. Is the lily blooming ? 

4. Are the lilies blooming ? 

In which number is key f — lily f 

With what letter does each end ? By which kind of 
letter — vowel, or consonant—is the final letter preceded 
in key f — in lily f 

What is the plural of key f — of lily t 

How is the plural of key formed? — of lily f 

Notice that a noun ending with y, preceded by a 
vowel, forms its plural regularly, by adding s. 

Notice that a noun ending with y preceded by a con¬ 
sonant, forms its plural by changing y to i and adding es. 


Write the plural of each of the following nouns: — 


abbey 

boy 

attorney 

belfry 

alley 

bay 

beauty 

daisy 

army 

day 

gallery 

dairy 

baby 

cry 

company 

fairy 

ruby 

fly 

trophy 

ferry 

navy 

joy 

turnkey 

folly 

j^y 

jay 

turkey 

ally 

fury 

sky 

galley 

glory 

duty 

toy 

valley 

story 

lady 

ray 

volley 

gully 



- 46 - 


PLURALS OF NOUNS THAT END WITH F,\ FF, FF. 

Write the following sentences from dictation:- 

1. The roof was blown off. 

2. The roofs were blown off. 

3. The thief was caught. 

4. The thieves were caught. 

5. The skiff was sunk. 

6. The skiffs were sunk. 

7. The fife was broken. 

8. The fifes were broken. 

9. The knife was lost. 

10. The knives were lost. 

In which number is roof ?— thief? — skiff?—fife ? 
—knife ? How does each of these nouns end? 

What is the plural of roof? — thief? — skiff? — fife? 
—knife ? Tell how each of these plurals is formed. 

Notice that nouns ending with ff forms the plural 
regularly. 

Exception.— Staff has two plural forms, staffs , staves. 

Notice that some nouns ending with f or fe form the 
plural regularly, while others change f to v and add s 
or es. 


Write the plural of each of the following nouns: — 


Nouns That Change F to L 

Nouns That 

Simply Add S. 

beef leaf 

sheaf 

brief 

gulf 

reef 

calf life 

shelf 

clef 

grief 

safe 

elf loaf 

wife 

chief 

hoof 

serf 

half self 

wolf 

dwarf 

proof 

waif 


Note.— Wharf has two plurals, wharfs , and icharves. 




— 47 - 


NOUNS WITH PLURAL QUITE IRREGULAR. 
Write the following sentences from dictation: — 

1. The sheep is bleating. 

2. The sheep are bleating. 

3. The ox is grazing. 

4. The oxen are grazing. 

5. The child is playing. 

6. The children are playing. 

7. The man is walking. 

8. The men are walking. 

In which number is sheep in the first sentence ? 

In which number is ox? — child? — man? 

What is the plural of sheep? — ox? — child? — man? 
Tell how each of these plurals is formed. 

Notice that a few nouns have the same form in both 
numbers. 

Notice that ox takes the irregular plural ending en, 
and child the irregular ending ren. 

Notice that a few nouns change the root rowel to form 
the plurah 


Write from dictation each singular noun in the fol¬ 
lowing list, with its plural: — 


Nouns with Same Form in 
Both Numbers. 

deer 

swine 

hose 

heathen 

trout 


Nouns That Change Root 
Vowel. 


Singular. 

Plural. 

woman 

women 

goose 

geese 

foot 

feet 

tooth 

teeth 

mouse 

mice 




— 48 — 


NUMBER OF PRONOUNS. 

Copy tlie following sentences: — 

1. I have been running. 

2. We have been playing. 

3. George, you may recite. 

4. Boys, you may play ball. 

5. He is writing a letter. 

6. She is reading a poem. 

7. It is raining. 

8. They have gone borne. 

9. Who is speaking ? 

10. Who are going ? 

Tell the kind of each sentence. Point out the sub¬ 
ject of each sentence. Are these subjects nouns or pro¬ 
nouns f 

Which subjects are in the singular number? Which 
are in the plural number ? 

Which pronouns have the same form in both num¬ 
bers ? 

Notice that 7, he , she , and it are always singular; 
we and they are always plural; you and who are some¬ 
times singular, sometimes plural. 

Point out all pronouns in the following stanza, tell 
the number of each, and tell which are used as sub¬ 
jects:— 

Who taught you to sing 
My sweet, pretty birds ? 

Who tuned your beautiful throats? 

You make all the woods and the valleys to ring, 

You bring the first news of the earliest spring, 

With your clear and silvery notes. 



-—49 — 

ANALYSIS OF IMPERATIVE SENTENCES. 

Copy the following sentences: — 

1. Look, Charles. 

2. Run, boys. 

3. Jump, Rover. 

Are all these sentences of the same kind ? Of which 
kind are they ? 

To whom is the first command given? What is he 
told to do? What is the predicate of this sentence? 
Do you think Charles is the subject? 

Notice that the subject of an imperative sentence is 
the pronoun you. This you is sometimes expressed, but 
it is usually omitted, and must be supplied. The name 
of the one to whom the command is given is called inde¬ 
pendent by address. 

What is the subject of the second sentence? —of the 
third? What word in each is used independently? 


Analyze each of the following sentences: — 

1. Listen, girls. 

2. Come, Henry. 

3. Read, William. 

4. Go away, Carlo. 

5. Open the door, Mary. 

6. Pupils, obey your teachers. 

7. See my new knife, Robert. 

8. Sister, please lend me your thimble. 

Model. — Boys , do not whisper. You is the subject; 
do not rchisper is the predicate; boys is independent by 
address. 


4 



— 50 — 


NUMBER OF VERBS. 

Write the following sentences from dictation:—■ 

1. The boy is idle. 

2. The boys are idle. 

3. The girl has a doll. 

4. The girls have dolls. 

5. The bird flies swiftly. 

6. The birds fly swiftly. 

Point out all nouns used as subjects. Which are in 
the singular number? — in the plural number? 

Point out each verb used with a singular subject — 
with a plural subject. How do these verbs differ in form? 

Notice that a finite verb must agree in number with 
its subject. If the subject is in the singular number, the 
verb also is said to be in the singular number. If the 
subject is plural, the verb also is called plural. 


Tell the number of each noun and of each verb in the 
following sentences: — 

1. The hunter sees a fox. 

2. The hunters see the foxes. 

3. The horse goes fast. 

4. The horses go fast. 

5. The deer runs swiftly. 

6. The deer run swiftly. 

7. The goose swims slowly. 

8. The geese swim slowly. 

9. The snowflakes fall silently. 



— 51 



STUDY OF A POEM. 


Tell what you can see in this picture. 

Study the following stanzas: — 

WOODS IN WINTER. 

When the winter winds are piercing chill, 
And through the hawthorn blows the gale, 
With solemn feet I tread the hill 
That overbrows the lonely vale. 

O’er the bare upland, and away 

Through the long reach of desert woods, 
The embracing sunbeams chastely play, 

And gladden these deep solitudes. 





-52 — 


STUDY OF A POEM. 

Where, twisted round the barren oak, 

The summer vine in beauty clung, 

And summer winds the stillness broke, 

The crystal icicle is hung. 

* 

Where, from their frozen urns, mute springs 
Pour out the rivers gradual tide, 

Shrilly the skater’s iron rings, 

And voices fill the woodland side. 

Alas! how changed from the fair scene 
When birds sang out their mellow lay, 

And winds were soft, and woods were green, 

And the song ceased not with the day! 

But still wild music is abroad, 

Pale desert woods, within your crowd; 

And gathering winds, in hoarse accord, 

Amid the vocal reeds pipe loud. 

Chill airs and wintry winds, my ear 
Has grown familiar with your song; 

I hear it in the opening year, 

I listen, and it cheers me long. 

— Henry Wadsworth Longfellow. 

Point out all nouns, all pronouns, and all finite verbs, 
and tell the number of each. 

Write the plural of gale — reach—vine — lay. 

Write the singular of feet — voices — reeds. 

What is meant by solitudes?—barren oak? — icicle? 
—frozen urns?—gradual tide?—mellow lay?—vocal 
reeds ? 


— 53 — 


PERSON. 

Copy the following sentences: — 

1. I have a new sled. 

2. You are late, George. 

3. He writes too fast. 

4. Henry leads his class. 

5. The boat was capsized. 

Point out all pronouns. Which denotes the sp>eaker f 
— the pet'son spoken to f -— the person spoken of f 

Point out all nouns. Which denotes th v person spoken 
to f Which denote persons or things spoken of f 

A noun or a pronoun that denotes the speaker is said 
to be in the first person / one that denotes the person 
spoken to is said to be in the second person ; and one that 
denotes the object spoken of is said to be in the third 
person. 

The pronouns /, we, you , he , she , it, and they are 
called personal pronouns, because each shows by its 
form of what person it is. 

A finite verb agrees in person with its subject. 


Tell the person of each noun, pronoun, and finite 
verb in the following sentences: — 

1. We see the green meadows. 

2. You read too loud, Mary. 

3. She helps her mother. 

4. They brought the wrong box. 

5. It rains every day. 



54 — 


THE ANTECEDENT OF A PRONOUN. 

Copy the following sentences: — 

1. Joseph is a studious boy; he always recites promptly. 

2. Ida draws beautifully, although she has taken but few 
lessons. 

3. This watch is not going ; it has run down. 

4. These boys have a new toy boat ; they are going to the 
brook to sail it. 

Point out all nouns and all pronouns, and tell the 
number of each. 

For what noun is he used ? — she f — it in the third 
sentence ? — they f — it in the last sentence ? 

The word for which a pronoun stands, or to which the 
pronoun refers, is called the antecedent of the pronoun. 
Antecedent means going before. I and you never have 
an antecedent. 

A pronoun must be in the same number as its ante¬ 
cedent. 


Fill each of the following blanks with a suitable pro¬ 
noun : — 

1. Where is John? -is at school. 

2. What is Maud doing? -is reading. 

3. Where did you catch that fish? I caught —— in the 
pond. 

4. These flowers are drooping ; -must be watered. 

5. George and Alice are visiting Aunt Emily ; -will be 

at home to-morrow. 








— 55 — 


GENDER. 

Copy the following sentences: — 

1. Charles is happy ; he has a new sled. 

2. Clara has gone home ; she lives in Detroit. 

3. This knife must be sharpened ; it is quite dull 

4. The trees are in bloom ; they are very beautiful. 

Point out each noun or pronoun used to denote an 
object of the male sex — an object of the female sex — 
an object that has no sex. 

Distinctions made by words in regard to sex we call 
gender. 

There are three genders, called masculine , feminine, 
and neuter. 

A noun or a pronoun that denotes a male is in the 
masculine gender / man , boy, king. 

A noun or a pronoun that denotes a female is in the 
feminine gender ; woman , girl , queen. 

A noun or a pronoun that denotes an object that has 
no sex is in the neuter gender / pen, desk, book, knife. 

A pronoun must be in the same gender as its anteced¬ 
ent. 


Tell the gender of each noun in the following sen¬ 
tences, and fill each blank with a suitable pronoun: — 

1. The man is coming back ; -has lost his cane. 

2. See that poor old lady ; how feeble-looks ! 

3. Hear that bird ; how sweetly-sings ! 

4. The boys are tired ; -have played too long. 







— 56 


CASE. 

Copy the following sentences: — 

1. The robin flew away. 

2. Henry’s wheel is broken. 

3. The hunter killed a fox. 

Point out all nouns. Do all these nouns have the 
same relation to the other words with which they are 
used ? 

Which nouns are used as subjects f Which noun de¬ 
notes the owner , or possessor , of an object ? Which noun 
denotes the object of an action f 

The relation of a noun or a pronoun to other words in 
the sentence, we call case. 

There are three cases, called nominative, possessive, 
and objective. 

The nominative case denotes the relation of subject. 

The possessive case denotes the relation of owner, or 
possessor. 

The objective case denotes the relation of object. 


Point out all nouns in the following sentences, and 
tell the case of each: — 

1. Forests have ears, and fields have eyes. — Longfellow. 

2. An angry man heeds no counsel. 

3. The rich man’s son inherits cares. 

4. Truth needs no champions.— Lowell. 

5. I see the gray fort’s broken wall.— Whittier. 

6. A little echo stirs the air.— Holmes . 



— 57 - 


HOW NOUNS FORM THE POSSESSIVE. 

Write the following sentences from dictation: — 

1. Thomas’s sled is new. 

2. Mary’s sister is named Julia. 

3. The boy’s cap was blown off. 

4. The boys’ marbles were stolen. 

5. The child’s cries alarmed the neighbors. 

6. The children’s play was noisy. 

Point out all nouns in the possessive case. 

What is added to form the possessive of Tliomas f — 
Mary ? — boy f — boys f — child f — children f 

In what number is each of these nouns ? Which noun 
has more syllables in the possessive than in the nomina¬ 
tive ? 

We see from these examples that the possessive of a 
singular noun is formed by adding an apostrophe and s 
(’s) to the nominative. 

The possessive of a plural noun ending with s is formed 
by adding simply an apostrophe. 

The possessive of a plural noun that does not end with 
s is formed by adding an apostrophe and s. 

The possessive sign adds a syllable to a noun ending 
with the sound of ch , j , s , sh, or 2 . 


Write the 

possessive 

nouns: — 


camel 

sheep 

lions 

mouse 

Emma 

mice 

oxen 

women 

girls 

ladies 


each of 

the following 

captain 

uncles 

pupils 

man 

judge 

men 

James 

fox 

witch 

ox 



58 


DECLENSION OF NOUNS. 

We have seen that nouns are varied in form to denote 
more than one , and to denote ownership. 

An orderly arrangement of the forms of a noun used 
in the two numbers and the three cases is called declension. 
Learn the following table: — 


PROPER NOUNS. 


CASE. 

SINGULAR NUMBER. 

Nom. 

Arthur 

Emma 

George 

George’s 

Frances 

Poss. 

A rthur’s 

Emma’s 

Frances’s 

Obj. 

Arthur 

Emma 

George 

Frances 


COMMON NOUNS. 


CASE. 

SINGULAR NUMBER. 

Nom. 

friend 

lady 

deer 

child 

Poss. 

friend’s 

lady’s 

deer’s 

child’s 

Obj. 

friend 

lady 

deer 

child 


PLURAL NUMBER. 


Nom. 

friends 

ladies 

deer 

children 

Poss. 

friends’ 

ladies’ 

deer’s 

children’s 

Obj. 

friends 

ladies 

deer 

children 


Write the declension of each of the following nouns: — 


Alice 

mouse 

goose 

Louis 


man 

chief 

wolf 

fox 


church 

tailor 

soldier 

farmer 


army 

James 

waif 

thief 


fairy 

hero 

class 

spider 



































— 59 — 


STUDY OF A FOEM. 



Tell what you can see in this picture. Study the fol¬ 
lowing stanzas: — 

From out his hive there came a bee ; 

“ Has springtime come, or not ? ” said he. 

Alone within a garden-bed, 

A small, pale snowdrop raised its head. 

“ ’Tis March, this tells me,” said the bee ; 

“ The hive is still the place for me. 

The day is chill, although ’tis sunny, 

And icy cold this snowdrop’s honey.” 









— 60 — 


STUDY OF A POEM. 

Again came humming forth the bee ; 

“ What month is with us now ? ” said he. 

Gray crocus-blossoms, blue and white 
And yellow, opened to the light. 

“ It must be April,” said the bee ; 

< < And April’s scarce the month for tne. 

I ’ll taste these flowers (the day is sunny), 

But wait before I gather honey.” 

Once more came out the waiting bee. 

“ ’Tis come ; I smell the spring ! ” said he. 

The violets were all in bloom, 

The lilac tossed a purple plume, 

The daisy wore a golden crown, 

The cherry-tree a snow-white gown, 

And by the brookside, wet with dew, 

The early wild wake-robins grew. 

<< It is the May-time ! ” said the bee, 

< ‘ The queen of all the months for me. 

The flowers are here, the sky is sunny, 

’Tis now my time to gather honey.” 

(Waiting for the May.) — Marion Douglas. 

Point out all nouns, and tell the person, number, and 
gender of each. Which nouns are used as subjects? 

Point out all personal ^pronouns, and tell the person, 
number, and gender of each. Which are used as subjects ? 

Point out all finite verbs, and tell the person and num¬ 
ber of each. 

Do you know what a snowdrop is ? a crocus f W rite 
something about Bees, 


PEEDICATE NOUNS. 


Copy the following sentences: —- 

1. This lad is a young hero. 

2. Alfred is a bright student. 

3. This apple is a pippin. 

4. London is a large city. 

Point out all nouns. Which are used as subjects? 
In which case are these nouns ? 

Which nouns belong to the predicate ? 

Does here denote the same object as lad? 

Does student denote the same object as Alfred? 

Does pippin denote the same object as apple? 

Does city denote the same object as London ? 

A noun that belongs to the predicate, and denotes the 
same person or thing as the subject, is called a predicate 
noun. 

A predicate noun is in the same case as the subject. 

The verb used to join a predicate noun to the subject 
is called a copida. 


Point out all predicate nouns in the following sen¬ 
tences, and tell the case of each: — 

1. A boy’s will is the wind’s will. 

2. Money is a good servant. 

3. Honesty is the best policy. 

4. Temperance is a virtue. 

5. A thing of beauty is a joy forever. 

6. Schools are a nation’s pride. 

7. Brevity is the soul of wit. 



— 62 


PREDICATE PRONOUNS. 

Copy the following sentences:— 

1. Who is it ? 

2. It is I. 

3. It is we. 

4. It is you. 

5. It is he. 

6. It is she. 

7. It is they. 

Point out the subject of each sentence. Have all the 
sentences the same subject? Is this subject a noun or a 
pronoun? Does it denote any definite object? Tell its 
person, number, gender, and case. 

What pronoun do you find in each predicate? In 
what case is each of these pronouns ? 

A pronoun that belongs to the predicate, and denotes 
the same person or thing as the subject, is called & predi¬ 
cate pronoun. 

A predicate pronoun is in the same case as the sub¬ 
ject. 

What verb is used as copula in each of these sen¬ 
tences ? 


Write an appropriate answer — using a predicate pro¬ 
noun — to each of the following questions:— 

1. Who was it ? 

2. Was it you ? 

3. Was it he ? 

4. Was it she ? 

5. Was it they ? 



— 63 — 


POSSESSIVE PKONOUNS. 

Write the following sentences for dictation:— 

1. Who has my book ? 

2. We have learned our lessons. 

3. Is your pony lame ? 

4. John has lost his cap. 

5. Clara is visiting her aunt. 

6. The bird is calling its mate. 

7. The pupils love their teacher. 

8. Whose knife have you ? 

Tell the kind of each sentence. What is the subject 
of each sentence? 

Point out all nouns, and tell the number of each. 

Point out all pronouns, and tell which are personal 
pronouns. Tell the person, number, and gender of each. 

Which pronouns denote ownership f In what case 
are they ? 

A pronoun used to denote an owner , or possessor , is 
called a possessive pronoun, and is in the possessive case. 

A possessive pronoun must agree with its antecedent 
in gender, person, and number. 


Fill each of the following blanks with an appropriate 
possessive pronoun referring to the subject:— 

1. The boy lost-way. 

2. Maud recited-lesson well. 

3. Your hat has lost-feather. 

4. These pens are spoiled;-points 

are broken. 




— 64 - 


NOUNS USED AS OBJECT COMPLEMENTS. 

Copy the following sentences:— 

1. William has a fine pony. 

2. George caught a rabbit. 

3. John broke this knife. 

Point out each verb, and tell the subject of each. 

Does has make a complete predicate by itself? — 
caught f — broke f 

A verb that does not form a complete predicate by 
itself is called an incomplete verb; one that forms a com¬ 
plete predicate by itself is called a complete verb. 

What noun completes the meaning of has by showing 
what William has? —of caught, by showing what George 
caught? — of broke , by showing what John broke? 

A word used to complete the meaning of a verb by 
denoting the object directly affected by the action, is 
called an object complement , or direct object. 

A word used as an object complement is in the ob¬ 
jective case. 

A verb that takes a direct object is called a transitive 
verb; one that is used without a direct object is called 

intransitive. 


Point out all direct objects in the following sen¬ 
tences:— 

1. Syllables govern the world.— John Selden. 

2. A dewey freshness fills the silent air.— Southey. 

3. Some raise the sail, some seize the oar.— Scott. 

4. Lay down the ax; fling by the spade.— Bryant. 



— 65 — 


PRONOUNS USED AS OBJECT COMPLEMENTS. 
Copy the following sentences:— 


1. Do you see me ? 

2. Do you see us ? 

3. Whom do you see ? 

4. We see you. 

5. We see him. 

6. We see her. 

7. We see them. 

8. What do you see ? 

9. Which do you see ? 

10. Have you my knife ? 

11. I have it. 

What word is used as object complement in each sen¬ 
tence ? Which object complement is a noun ? Which 
are personal pronouns? Which are pronouns used in 
asking questions ? Notice that a pronoun used in asking 
a question is called an interrogative pronoun. 

The interrogative pronouns used as object comple¬ 
ments are whom, which, and what. 

The personal pronouns used as object complements 
are me, us, you, him, her, it, and them. 

In using pronouns, care should be taken to use the 
right form in the right case. 


Point out all direct objects in the following sen¬ 
tences:— 

1. Place me among the rocks I love.— Byron. 

2. They chained us each to a column stone.— Byron 

3. What means yon faint halloo ? — Scott. 

5 








4 * 



— 67 — 


STUDY OF A POEM. 

Tell what you can see in the picture on the opposite 
page. 

Study the following poem: — 

THE BAREFOOT BOY. 

Blessings on thee, little man, 

Barefoot hoy, with cheek of tan ! 

With thy turned-up pantaloons, 

And thy merry whistled tunes; 

With thy red lip, redder still 
Kissed by strawberries on the hill; 

With the sunshine on thy face, 

Through thy torn brim’s jaunty grace; 

From my heart I give thee joy,— 

I was once a barefoot boy ! 

Prince thou art,— the grown-up man 
Only is republican. 

Let the million dollared ride ! 

Barefoot, trudging at his side, 

Thou hast more than he can buy. 

In the reach of ear and eye,— 

Outward sunshine, inward joy;— 

Blessings on thee, barefoot boy ! 

Oh, for boyhood’s painless play, 

Sleep that wakes to laughing day, 

Health that mocks the doctor’s rules, 

Knowledge never learned of schools, — 

Of the wild bee’s morning chase, 

Of the wild-flower’s time and place, 

Flight of fowl, and habitude 
Of the tenants of the wood; 


- 68 - 


STUDY OF A POEM. 

How the tortoise bears his shell, 

How the woodchuck digs his cell, 

How the ground-mole sinks his well; 

How the robin feeds her young, 

How the oriole’s nest is hung; 

Where the whitest lilies blow, 

Where the freshest berries grow, 

Where the ground-nut trails its vine, 

Where the wood-grape’s clusters shine; 

Of the black wasp’s cunning way, 

Mason of his walls of clay, 

And the architectural plans 
Of gray hornet artizans: — 

For, eschewing books and tasks, 

Nature answers all he asks; 

Hand in hand with her he walks, 

Face to face with her he talks, 

Part and parcel of her joy,— 

Blessings on the barefoot boy! 

(The Barefoot Boy.) — John Greenleaf Whittier . 

Point out as many nouns as you can, and tell the per¬ 
son, number, and gender of each. Which nouns aie 
used as subjects f — as object complements f Which nouns 
are in the possessive case f 

Point out as many pronouns as you can, and tell the 
person, number, and gender of each. Which pronouns 
are used as subjects f — as object complements f 

Notice the old forms, thou , thy , and thee. These are 
often used in poetry. 


STUDY OF A POEM. 


Study the following poem: — 

DISCONTENT. 

Down in a field, one day in June, 

The flowers all bloomed together, 
Save one, who tried to hide herself, 
And drooped that pleasant weather. 

A robin that had soared too high 
And felt a little lazy, 

Was resting near a buttercup 
That wished she w^re a daisy. 

For daisies grow so big and tall; 

She always had a passion 
For wearing frills about her neck 
In just the daisies’ fashion. 


And buttercups must always be 
The same old, tiresome color, 

While daisies dress in gold and white, 
Although their gold is duller. 

“Dear robin,” said this sad young flower, 
“Perhaps you’d not mind trying 
To find a nice white frill for me 
Some day, when you are flying.” 

“You silly thing,” the robin said, 

“I think you must be crazy; 


— 70 - 


STUDY OF A POEM — ( Continued ,.) 

I’d rather be my honest self 
Than any made-up daisy. 

“You’re nicer in your own bright gown; 

The little children love you. 

Be the best buttercup you can, 

And think no flower above you. 

‘ ‘ Though swallows leave me put of sight, 

We’d better keep our places; 

Perhaps the world would all go wrong 
With one too many daisies. 

“Look bravely up into the sky, 

And be content with knowing 

That God wished for a buttercup 
Just here, where you are growing.” 

— Sarah 0. Jewett. 

Point out as many nouns, pronouns, and finite verbs 
as you can find in this poem. 

Which nouns are in the singular number? Which are 
in the plural number ? Write the plural of each singular 
noun. 

Tell the person and number of each pronoun. 

Point out all nouns and pronouns used as subjects ,— 
as object complements. Point out all predicate nouns. 
Which nouns are in the possessive case f Which pronouns 
are in the possessive case ? 

Tell the person and number of each finite verb. Point 
out all transitive verbs. 


— 71 — 


PRONOUNS THAT DENOTE BOTH OWNER 
AND THING POSSESSED. 

Copy the following sentences: — 

1. This book is mine. 

2. These marbles are ours. 

3. I have no pen^ will you lend me yours? 

4. Mary has her book, and John has his. 

5. John has his slate, and Mary has hers. 

6. I have my books, and my brothers have theirs. 

Point out all nouns. Point out all personal pro¬ 
nouns. Which are in the nominative case ? Which are 
used to denote ownership, or possession ? 

Point out each possessive pronoun used with a noun 
to denote an owner . Point out each possessive pronoun 
used without a noun to denote both owner and thing 
possessed. 

Which are used as predicate pronouns ? — as object 
complements ? 

Notice that mine, ours, yours , his, hers, theirs, denote 
both possessor and object possessed. These words are 
commonly said to be in the possessive case, but may be 
used as subjects, as predicates, and as objects. 


Fill each of the following blanks with the right 
word: — 

1. You have had your turn, now we will have-. 

2. John says these apples are-. 

3. Ida says this hat is-. 

4. The boys say the playthings are-. 



— 72 — 


DECLENSION OF PRONOUNS. 


Learn tlie following table: — 


PERSONAL PRONOUNS. 


First Person. 

Second Person. 

CASE. 

SINGULAR. 

plural. 

singular. 

PLURAL. 

Nom. 

Poss. 

Obj. 

I 

3 m.V 

1 mine 
me 

we * 
j our 
| ours 
us 

you 

3 your 
) yours 
you 

you 

3 you- 
1 yours 
you 


Third Person, Singular Number. 


CASE. 

MASCULINE. 

FEMININE. 

NEUTER. 

Nom. 

be 

she 

it 

Poss. 

his 

3 her 

I hers 

its 

Obj. 

him 

her 

it 


PLURAL 

FOR ALL GENDERS. 


Nom. 


they 




3 their 


Poss. 


1 theirs 


Obj. 


them 



INTERROGATIVE PRONOUNS. 


CASE. 

SINGULAR AND PLURAL NUMBER. 

Nom. 

who 

which 

what 

Poss. 

whose 

(whose) 


Obj. 

whom 

which 

what 


































































WORDS THAT DESCRIBE OBJECTS — 
ADJECTIVES. 

Copy the following sentences: — 

1. See those pretty flowers! 

2. What a beautiful sunset! 

3. A strong wind was blowing. 

4. Deep drifts of snow hid the fences. 

5. The little pond was covered with white lilies. 

6. A tall tree stood by the gate. 

7. I like sweet apples best. 

8. We heard a loud cry. 

Point out all nouns and all pronouns. 

What word is used with flowers to describe the objects 
denoted by it ? — drifts f — lilies f — apples f 

What word is used to describe the object denoted by 
sunset f — wind f —pond f — tree f — cry f 

We often use words to describe the objects of which 
we speak, and which we denote by nouns and pronouns. 

These words belong to a class of words called adjec¬ 
tives , and are said to modify the nouns or pronouns with 
which they are used. 


Use each of the following adjectives in a sentence: — 


large 

old 

green 

savage 

sharp 

small 

new 

white 

heavy 

dull 

great 

tall 

black 

round 

rough 

little 

red 

yellow 

good 

smooth 

young 

blue 

bitter 

poor 

straight 

short 

gray 

bright 

rich 

narrow 

long 

sly 

honest 

sour 

hard 



74 — 


PREDICATE ADJECTIVES. 

Copy the following sentences: — 

1. The air is warm. 

2. These roses are beautiful. 

3. Is this orange sweet? 

4. The children are happy. 

5. I am weary. 

6. You are studious. 

What adjective is used to describe the object denoted 
by air? — orange ? — I? — you ? 

What adjective is used to describe the objects denoted 

by roses ? — children ? 

Does the adjective rearm, form part of the subject, 
or of the predicate ? — beautif ul ? — sweet ? — happy ? — 
weary ? — studious ? 

Notice that adjectives that describe are often used 
with copidas to form predicates. 

An adjective used in this way is called a predicate 

adjective. 

Notice that predicate nouns, pronouns, and adjectives 
are often called attribute complements , because they de¬ 
note attributes belonging to subjects, and complete the 
meaning of copulative verbs. 

Use each of the following adjectives as an attribute 
complement: — 


round 

heavy 

good 

yellow 

bad 

square 

honest 

swift 

bitter 

well 

short 

straight 

tame 

narrow 

slow 

large 

smooth 

kind 

brown 

wild 


— 75 — 


ADJECTIVES — A, OR JJ, AND THE. 

Copy the following sentences:_ 

1. A bird has two wings. 

2. An orange is yellow. 

3. The boy ran away. 

Point out all nouns. What little word is used with 

bird to show that no particular bird is meant ?_with 

orange to show that no particular orange is meant ?_ 

with ,boy to show that a particular boy is meant? 

The little words a , or an, and the, are adjectives, and 
have a special use. 

A, or an, is used with a noun to show that no definite 
or particular object is meant by it, but that it applies 
equally well to any object of the whole class. 

A is used before a word beginning with a consonant 
sound. 

An is used before a word beginning with a vowel 
sound. 

The is used with a noun to show that a definite and 
particular object is meant. 


Put a or an in each of the following blanks:_ 

1. -hero has fallen. 

2. We have waited-hour. 

3. -effort must be made. 

4. They made-united effort. 

5. -honest man may be trusted. 

6. The messenger was-one-armed man. 









— 76 — 


STUDY OF A POEM. 



Tell what you can see in this picture. 
Study the following stanzas: — 

Jingle! jingle! here we go, 

Gliding o’er the frozen snow,— 
Two-horse team, and double sleigh 
Filled with lads and lasses gay. 


Swift the steaming horses fly, 
Woods and fields go rushing by; 
Farmers’ dogs along the way 
Vainly chase our speeding sleigh. 







STUDY OF A POEM. 


Silver moonbeams shed their light 
In the still and frosty night, 

Lighting us upon our way, 

Turning darkness into day. 

Countless stars peep forth on high,— 

Diamonds sparkling in the sky,— 

Feeble though their light may be, 

Pleasant still for eyes to see. 

On the air the music swells 
Of the merry, jingling bells, 

To the hoof-beats keeping time 
With a sweet and pleasant chime. 

Loud our happy voices ring, 

As with happy hearts we sing 
Joyful melodies, which wake 
Echoes by the silent lake. 

Gliding o’er the frozen snow, 

Homeward turning, now we go,— 

Two-horse team and double sleigh, 

Merry lads and lasses gay. 

(The Sleighride.) — 0. E. H. 

Point out all nouns. Point out all adjectives used 
with nouns to describe objects. 

Point out all nouns and pronouns in the possessive 
case. 

Point out all object complements. Point out all 
finite verbs, and tell the person and number of each. 


— 78 - 


SPECIAL RULES FOR USE OF A, OR AN, 
AND THE. 

Copy the following sentences: — 

1. I have an apple and an orange. 

2. A man, a boy, and a dog were in the boat. 

3. The farmer and the lawyer could not agree. 

4. Mr. Brown is a farmer and lawyer. 

5. John has a black and white pony. 

6. Henry has a black and a white ponj r . 

Can you tell why an is used before both apple and 
orange , and not simply before the first ? 

Can you tell why a is used three times, instead ot 
once, in the second sentence ? 

Why is the used before both farmer and lawyer in the 
third sentence? 

Why is not a used before lawyer as well as before 
farmer)', in the fourth sentence % 

Can you tell bow man jponies John has % — Ilenry f 

Notice that a, an, or the should be used before each 
noun if dijfert'ent objects are meant, but only before the 
first if all the nouns denote the same object. 


Explain the use of a, tan, the in each of the following 
sentences: — 

1. Bring me the ice and water. 

2. Bring me the ice and the water. 

3. I want a cap and a hat. 

4. Webster was an orator and statesman. 

5. We love the red, white, and blue. 

6. I have a red and a white rose. 



- 79 - 


ADJECTIVES THAT POINT OUT OBJECTS. 

Copy the following sentences: — 

t 

1. This apple is sour. 

2. These apples are hard. 

3. That flower is a peony. 

4. Those flowers are tulips. 

5. Yon tree is an elm. 

6. Yonder ditch is dry. 

Point out all nouns, and tell the number of each. 

What word is used in the first sentence to indicate , or 
point out , the apple spoken of?—in the second sentence, 
to point out the apples spoken of ? 

What other words in these sentences are used with 
nouns to point out , as it were, the objects named ? 

Would you use this with a plural noun, or these with 
a singular noun ? 

With which number would you use that f — those ? 

Would you use this to point out a thing at a distance, 
or that to point out an object close by? 

Would you use yon and yonder to indicate objects 
near at hand? 

Notice that this, these, that, those, yon,, and yonder 
are used to indicate ox point out objects. 

This and that are used only with singular nouns, these 
and those only with plural nouns. 

This and these point out objects near the speaker; that, 
those, yon, and yondw' point out objects at a distance. 

From their use, these words are sometimes called de¬ 
monstrative adjectives . 


— 80 — 


ADJECTIVES THAT SHOW HOW MANY. 

Write the following sentences from dictation: — 

1. We have recited nine lessons. 

2. Have you learned the tenth lesson? 

3. The book contains twenty-eight chapters. 

4. The twenty-fifth page is missing. 

What word is used with lessons to show how many les¬ 
sons have been recited ? — with chapters to show how 
many chapters the book contains? 

What word is used with lesson to show the place of the 
lesson in a numbered series ?—with page to show the num- 
bei' of the page in a series f 

Notice that words used with nouns to show the num¬ 
ber of objects spoken of, are called numeral adjectives. 

Some numerals simply show how many objects are 
meant. These are called cardinal numerals. 

Ex.— One, two, three, four, five. 

Some numerals show which object in a numbered 
series is meant. These are called ordinal numerals. 

Ex.— First, second, third, fourth, fifth. 

Compound numerals between twenty and one hundred 
should be written with a hyphen. 

Ex.— Twenty-two, twenty-second. 

Write the cardinal numerals from one to thirty. 

Write the ordinal numerals from first to thirtieth. 

Write five sentences containing cardinal numerals. 

Write five sentences containing ordinal numerals. 


— 81 — 


DISTRIBUTIVE ADJECTIVES. 

Copy the following sentences: — 

1. Each knife had three blades. 

2. Every pupil must learn this lesson. 

3. Either pen will do. 

4. Neither boy was hurt. 

Is one knife, or more than one , spoken of in the first 
sentence ? What word shows that several knives are 
spoken of singly f 

What word is used with pupil to show that several 
pupils are spoken of singly? 

How many pern are spoken of in the third sentence ? 
What word shows that two pens are meant, and that each 
is spoken of singly ? 

How many boys are spoken of in the last sentence? 
Are these boys spoken of collectively , or singly ? What 
word shows this? 

Notice that each, every, either, and neither are used 
with singular nouns to show that a number of objects are 
spoken of singly. 

On account of this peculiar use, these words are 
called distributive adjectives. 

Each and evet'y imply an indefinite number of ob¬ 
jects. 

Either and neither imply that two objects are meant. 
Eithei' implies the acceptance of one of two objects — it 
makes no difference which. 

Neither implies the rejection of both objects. 

Write sentences containing distributive adjectives. 

G 


— 82 — 


STUDY OF A POEM. 

Tell what you can see in the picture on the opposite 
page. Study carefully the following poem: — 

THE RAIN. 

Like a gentle joy descending, 

To the earth a glory lending, 

Comes the pleasant rain. 

Fairer now the bowers are growing, 

Fresher now the winds are blowing, 

Swifter now the streams are flowing, 

Gladder waves the grain. 

Grove and forest, field and mountain 
Bathing in the crystal fountain, 

Drinking in the inspiration, 

Offer up a glad oblation. 

All around, about, above us, 

Things we love, and things that love us, 

Bless the gentle rain. 

Children’s voices now are ringing, 

Some are shouting, some are singing, 

On the way to school; 

And the beaming eye shines brighter, 

And the bounding pulse beats lighter, 

As the little feet grow whiter, 

Paddling in the pool. 

Oh, the rain ! it is a blessing, 

Sweeter than the sun’s caressing, 

Softer, gentler — yea, in seeming 
Gladder than the sunlight gleaming, 

To the children shouting, singing, 

With the voices clear and ringing, 

Going to the school. 







-f : 














— 84 


STUDY OF A POEM. 

Beautiful, and still, and holy, 
Like the spirit of the lowly, 
Comes the quiet rain; 

’Tis a fount of joy distilling, 

And the lyre of earth is trilling 
With a music low and thrilling, 
Swelling to a strain. 

Nature opens wide her bosom, 
Bursting buds begin to blossom; 
To her very soul ’tis stealing, 

All the springs of life unsealing; 
Singing stream and rushing river 
Drink it in, and praise the Giver 
Of the blessed rain. 


Lo! the clouds are slowly parting, 

Sudden gleams of light are darting 
Through the falling rain; 

Bluer now the sky is beaming, 

Softer now the light is streaming, 

With its shining fingers gleaming 
’Mid the golden grain; 

Greener now the grass is springing, 

Sweeter now the birds are singing, 

Clearer now the shout is ringing; 

Earth, the purified, rejoices 
With her silver-sounding voices, 

Sparkling, flashing like a prism, 

In the beautiful baptism 
Of the blessed rain. 

— Lura Anna Boies. 


— 85 


STUDY OF A POEM. 

\ 

Point out all nouns, and tell the person, number, and 
gender of each. Point out each noun used as a subject . 
In which case are these nouns? Point out all nouns in 
the possessive case. Point out all nouns used as object 
complements . 

What is meant by fountain f — crystal t—inspiration f 

oblation f —pulse f —pool f — lyre f —prism f 

Point out all personal pronouns, and tell the person, 
number, gender, and case of each. 

Point out all finite verbs, and tell the person and num¬ 
ber of each. Which are transitive ? Which are intran¬ 
sitive? Point out each finite verb used as a copula, and 
tell what it connects. 

Point out all adjectives. Which describe objects? 
Notice that adjectives that describe objects are called 
descriptive adjectives. Which adjectives define, or limit, 
objects without describing them? Notice that adjectives 
that limit objects, but do not describe them, are called 
definitive adjectives. Point out all adjectives used as 
predicate adjectives . 


EXERCISES. 

Write a composition about Rain. 

Tell something about each of the following points:_ 

1. What rain is. 

2. Where rain comes from. 

3. How clouds are made. 

4. What makes the rain fall. 

5. What good the rain does. 


— 86 — 


INTERROGATIVE ADJECTIVES. 

Copy the following sentences : — 

1. What book have you ? 

2. Which book have you ? 

3. What story are you reading ? 

4. Which story are you reading ? 

5. What men do you see ? 

6. Which men do you see ? 

Tell the kind of each of these sentences. 

By what word is each question introduced ? Do these 
words also modify nouns ? What noun does each modify ? 

Can you perceive any difference of meaning in the 
first two sentences ? — in the next two % — in the last two ? 

A word used to ask a question, and at the same time 
modify a noun, is called an interrogative adjective . 

There are but two interrogative adjectives,— which 
and what . 

Which asks questions about definite or known objects. 
What asks questions about indefinite or unknown objects. 

Write an appropriate answer to each of the above 
questions. Fill each of the following blanks with which 
or what: — 

1. -orange will you have? 

2. -lesson did you learn? 

3. -boy is that ? 

4. -kind of bird is that ? 

5. -book did he choose? 

6. -numbers did he select? 

7. -conquest brings he home? 

8. -rivers flow to the sea? 


— 87 — 


PROPER ADJECTIVES. 

Write the following sentences from dictation : — 

1. Have you any French books? 

2. We are reading some German stories. 

3. This Latin lesson is hard. 

4. Ancient Spanish history is interesting. 

5. Who discovered the American continent? 

Point out all nouns, and tell how each is used. 

What adjectives are used to modify books? — stories? 
— lesson ? — history ? — continent ? 

Which adjectives are derived from prope/' nouns ? Can 
you tell what noun each is derived from? With what 
kind of letter does each begin ? 

There are many adjectives which are derived from 
proper nouns. These are called p>roper adjectives. 

When we write a proper adjective, we should begin it 
with a capital letter. 

Write the following proper adjectives from dictation, 
and tell what noun each is derived from : — 


English 

Scotch 

Welsh 

Irish 

Danish 

Swedish 

Norwegian 

Finnish 

Russian 


Polish 

Austrian 

Hungarian 

Bohemian 

Italian 

Roman 

Portuguese 

Castilian 

Moorish 


Greek 

Athenian 

Turkish 

Cretan 

Persian 

African 

Indian 

Chinese 

Japanese 


NOUNS USED AS ADJECTIVES. 

Write the following sentences from dictation : — 

1. The summer days have come. 

2. Autumn leaves are falling. 

3. March winds are blowing. 

4. I have a gold watch. 

5. See this silver cup. 

6. A stone wall inclosed the field. 

Point out all nouns, and tell the kind of each. 

Which nouns are used as subjects f Which are used 
as object complements f 

Point out each noun used as an adjective to modify 
another noun. 

We often use a noun to modify another noun, in the 
same manner as we use adjectives. A noun so used 
suffers no change of form, and retains its proper meaning 
as a noun. 

Write five sentences containing nouns used as adjec¬ 
tives. 

Point out all nouns used as adjectives in the following 
sentences, and tell what each modifies : — 

1. The trumpet’s silver sound is »still.— Scott. 

2. From eastern rock to sunset wave 
The continent is ours. — Holmes. 

3. By fairy hands their knell is rung.— Collins. 

4. The quiet August noon has come. — Bryant. 

5. Full knee-deep lies the winter snow. — Tennyson. 

6. Up rose the glorious morning star. — Longfellow. 

7. An iron bar the warrior took.— Scott. 


‘- 89 - 


COMP ARISON OF ADJECTIVES. 

Write the following sentences from dictation :_ 

1. George is strong. 

2. James is stronger than George. 

3. Henry is the strongest boy in school. 

What quality is said to belong to George f In the 
second sentence, how many boys are compared with 
lespect to this quality? In the third sentence, how 
many boys are compared with respect to this quality? 

How are different degrees of this quality expressed ? 

Notice that the same quality may exist in different 
degrees in different objects or in the same object at differ¬ 
ent times. 

The variation of a word to express different degrees 
of a given quality, is called comparison. 

There are three degrees of comparison, called positive , 
comparative , and superlative. 

The positive degree is expressed by the simple form of 
the adjective. 

Ex.— Large, tall, long, short, green. 

The comparative degree is expressed by adding er to 
the positive, or by prefixing more or less. 

Ex.— Larger, taller, longer; more diligent, less 
eager. 

The superlative degree is expressed by adding est to 
the positive, or by prefixing most or least. 

Ex.— Largest, tallest, longest; most diligent, least 
eager. 


90 — 


COMPARISON OF ADJECTIVES. 
Learn the following table : — 


POSITIVE. 

COMPARATIVE. 

SUPERLATIVE. 

REGULAR COMPARISON. 

hard 

harder 

hardest 

noble 

nobler 

noblest’ 

lonely 

lonelier 

loneliest 

handsome 

handsomer 

handsomest 

IRREGULAR COMPARISON. 

good 

better 

best 

bad 

worse 

worst 

much 

more 

most 

little 

less 

least 


COMPARISON WITH MORE, LESS, MOST, LEAST. 


beautiful 

more beautiful 

most beautiful 

splendid 

less splendid 

least splendid 

studious 

more studious 

most studious 

exact 

less exact. 

least exact 


Notice that adjectives ending with y preceded by a 
consonant change y to i before er and est. 

More , most , less , least, are used in comparing adjectives 
of more than two syllables, and also in comparing those 
of two syllables with accent on the last. 

The comparative is used in comparing two objects, the 
superlative in comparing more than two. 

Write the comparison of the following adjectives:_ 

bitter happy excellent able precise 

sweet merry industrious tame savage 

sour friendly attentive wild truthful 





















— 91 - 


STUDY OF A PROSE SELECTION. 

THE DAISY. 

Out in the country, 
close by the roadside, 
stood a villa. Before it 
was a little garden of 
flowers with a white¬ 
washed fence around it. 
Close to it, on the edge 
of the ditch, a little daisy 
grew in the midst of the 
most beautiful green 
grass. The sun shone 
upon her just as warmly 
and brightly as upon the 
large, beautiful, and 
showy flowers in the gar¬ 
den. And so she grew 
from hour to hour. 

Une morning she stood in full bloom with her little 
shining-white leaves shooting out, like rays of light, 
about the little golden sun in the center. She did not 
consider that no one would see her there in the grass, 
and that she was a poor, despised flower. No, she was 
happy and contented. She looked up at the warm sun, 
and listened to the lark singing in the air. 

The little daisy was as happy as if the day had been 
a grand holiday, although it was only Monday. All the 
children were at school. And while they sat on their 
benches learning from books, she sat on her little green 




- 92 - 


STUDY OF A PROSE SELECTION. 

stalk, learning from the warm sun, and from everything 
about her, how good God is; and it seemed to her quite 
fitting that the little lark should express so clearly and 
beautifully in song everything that she felt in her own 
heart in silence. 

The daisy looked up with reverence to the happy bird 
that could sing and fly; but she was not grieved because 
she could not sing and fly, too. 4 4 1 can see and hear, ’ ’ 
she thought; 44 the sun shines upon me, and the wind 
kisses me. Oh, how fortunate I am! ” 

In the garden stood many stately flowers, which 
made the greater show the less fragrance they had. The 
sunflower puffed herself up in order to be larger than 
a rose; but size doesn’t count for everything. The 
tulips had the most beautiful colors — that they well 
knew — and they held their heads high that they might 
be seen the better. They did not notice the little daisy 
outside the garden at all; but she looked in at them all 
the more, and thought: — 

44 How rich and beautiful they are! The pretty birds 
fly down and visit them! Thank God, I stand near 
enough to see their splendor! ” 

Just then — 44 Kee-vit ” — the lark came flying down, 
but not to the tulips; — no, down into the grass to the 
poor daisy, who was so startled that she did not know 
what to think. 

(Continued on page 103.) 

Point out all nouns and all pronouns, and tell the 
person, number, gender, and case of each. Point out all 
adjectives that describe, and tell the degree of each. 


— 93 — 


WORDS THAT MODIFY VERBS — 
ADVERBS. 

Copy the following sentences: — 

1. The horse ran swiftly. 

2. Mary always recites promptly. 

3. The sparks flew upward. 

4. The boy ran away. 

5. It soon began to rain. 

6. James rises early. 

What word modifies the meaning of ran by showing 
how the horse ran f 

What two words modify recites f 

What word modifies flew f — ran, in the fourth sen¬ 
tence ? — began f — rises f 

What do you call the words ran, recites, flew, began, 
and rises f 

A word used to modify the meaning of a verb is 
called an adverb. Adverb means a word added to a 
verb. 


Write sentences, using the following verbs, and join¬ 
ing to each verb an appropriate adverb: — 


sings 

jumps 

rises 

listens 

talks 

studies 

walks 

blows 

runs 

writes 

rides 

falls 

sails 

sets 

reads 



Point out all adverbs in the following sentences: — 

1. The wind blew violently. 

2. The boy quickly picked up the purse. 

3 Henry often reads late. 

4. The poor woman gazed sadly around. 



— 94 - 


ADVERBS THAT DESCRIBE. 

Copy the following sentences: — 

1. The sun shines brightly. 

2. The ship sailed slowly. 

3. The river rose steadily. 

4. The man acted nobly. 

5. Henry walked fast. 

6. George recites well. 

What word describes the action expressed by shines ? 
_ sailed ? — rose f — acted ? — walked ? — recites ? 

Adverbs that describe actions by showing how they 
are performed, are usually called adverbs of manner. 

The adverb of manner is closely connected in sense 
with the descriptive adjective. 

Most adverbs of manner are derived from descriptive 
adjectives, either by adding the syllable ly , or by chang¬ 
ing final e to y. 

Ex.—Slow, slowly; brave, bravely; able, ably. 

Adjectives that end with y preceded by a consonant, 
change y to i before ly. 

Ex.—Happy, happily; merry, merrily. 

Form an advfcrb of manner from each of the follow¬ 
ing descriptive adjectives, and use it in a sentence: 


swift cherry 

wise heavy 

brief ready 

kind rapid 

tame bitter 


pleasant 

sober 

handsome 

sweet 

furious 

sour 

stubborn 

wild 

savage 

evil 


sad 

bad 

rich 

poor 

sharp 


— 95 — 

ADVERB OF MANNER — PREDICATE 
ADJECTIVE. 

Copy the following sentences: — 

1. The boy looks ill. 

2. These men look strong. 

3. The prisoner looked defiantly around. 

4. The air grew cold. 

5. The grain grew rapidly. 

6. The pebble felt smooth. 

7. The man felt ill. 

8. The blind boy felt his way carefully. 

Does ill describe the boy, or the action of looking? 
Does looks express action in this sentence? 

What does strong describe ? — defiantly ? — cold ? — 
rapidly ? —smooth ? — ill , in the seventh sentence ? — 
caref ully ? 

Notice that an adverb of manner should not be used 
to modify a verb that does not express action. When 
we say, “The field looks green,” we do not use looks to 
express an action, and consequently should not use an 
adverb after it, but a predicate adjective. 

Fill each of the following blanks with an adverb or 
an adjective: — 

1. The edge of this knife feels- 

2. The sun shines-. 

3. The air feels-. 

4. The wind is blowing-. 

5. You look-. 

6. The man looked up-. 


— 96 — 


ADYERBS OF PLACE. 

Copy the following sentences: — 

1. Where is Henry? 

2. He is yonder. 

3. Are you going out? 

4. Pick up that hook. 

5. The bird flew away. 

What word is used to modify is in the first sentence? 
_ is in the second sentence ? — going f —pick f — flew f 

Can you tell what idea is expressed by these adverbs ? 

Many adverbs express some idea of place . Such 
adverbs are called adverbs of j)lace. 

Adverbs of place express three kinds of ideas of 

place, place from which , place in which , and place 

toward which. 

Write sentences containing the following adverbs of 
place, and tell which idea is expressed by each: — 


where 

up 

around 

forward 

whence 

down 

about 

backward 

whither 

in 

below 

upward 

here 

out 

before 

downward 

hither 

within 

behind 

eastward 

there 

without 

outside 

westward 

thither 

on 

inside 

seaward 

yonder 

off 

through 

landward 

away 

by 

over 

skyward 

back 

above 

along 

overboard 


— 97 — 


ADVEKBS OF TIME. 

Copy the following sentences: — 

1. When did you arrive? 

2. I arrived yesterday. 

3. Will you return soon? 

4. I shall return to-morrow. 

5. We always rise early. 

What adverb modifies arrive? — arrived? — return, 
in the third sentence ? — return, in the fourth sentence ? 
— what two adverbs modify rise ? 

Can you tell what idea is expressed by each of the 
adverbs in these sentences ? 

Adverbs that express ideas of time, are called adverbs 
of time. 

An adverb of time may denote when , how long, how 
often, or a succession in time. 

Thus, now, then, seen, denote when/ never, always, 
forever, denote how long / daily, hourly, frequently, 
denote how often / and firstly, secondly, lastly, denote a 
succession in time. 

Write sentences containing the following adverbs, 
and tell what each denotes: — 


now 

always 

to-day 

often 

then 

forever 

to-night 

daily 

soon 

before 

to-morrow 

hourly 

early 

afterward 

immediately 

weekly 

late 

ago 

frequently 

monthly 

ever 

once 

usually 

yearly 

never 

twice 

presently 

again 


7 


— 98 — 


ADVERBS THAT MODIFY ADJECTIVES AND 
ADVERBS. 

Copy the following sentences: — 

1. These lemons are very sour. 

2. This knife is too dull. 

3. The boy ran still more rapidly. 

4. The wind blew less violently. 

5. The weather is exceedingly warm. 

What word is used to modify sour f — dull f — rapidly ? 
— more f — violently f — warm f 

What kind of word is sour f — dull f — warm f 

What kind of word is rapidly f — violently f 

Notice that certain words are frequently used to 
modify adjectives and adverbs, chiefly those denoting 
quality. Such words are also called adverbs, although 
not used to modify verbs. 

Adverbs used to modify adjectives and other adverbs 
are such as express degree , and for this reason they are 
called adverbs of degree. 

Tell the kind of each adverb in the following sen¬ 
tences and tell what it modifies:—- 

1. It is raining quite hard. 

2. Alice is much prettier than Maud. 

3. Charles is much less diligent than John. 

4. This soup is quite good enough for you. 

5. This problem is extremely difficult. 

6. Henry was still less fortunate than I. 

7. My coat is little better than none. 

8. Clara plays most beautifully. 


— 99 — 


MODAL ADVERBS. 

Copy the following sentences: — 

1. This apple is not sweet. 

2. It will probably rain. 

3. I shall certainly go. 

4. Perhaps the train has gone. 

5. Surely you are mistaken. 

6. Accordingly, the boy took the money. 

7. The story, indeed, was incredible. 

8. Yes, my father is at home. 

9. Possibly he may come yet. 

Can you tell how not is used?— probably? cer¬ 
tainly ? —perhaps ? — surely ?—accordingly ?—indeed ? 
— yes ? —possibly ? 

Do you think these words are adverbs ? 

Notice that there are certain words that have a modi¬ 
fying effect usually on a whole statement , rather than on 
a single word. 

Such words are called modal acbverbs, because they 
show how a person regards the statement. 

Modal adverbs include — 

1. Words of affirmation; as, yes , yea , surely, truly. 

2. Words of denial; as, no, nay , not, nowise. 

3. Words denoting possibility; as, possibly, probably, 
perhaps, perchance. 

4. Words denoting cause; as, accordingly, hence. 

Yes and no are sometimes called sentence words, 

because each may represent a whole sentence. 

Ex.— Are you ready ?—Yes. Have you my pencil ? 


— 100 — 


CONTRACTIONS WITH NOT. 

Write the following sentences from dictation: — 

1. I don’t like to stay at home from school. 

2. We don’t care about going. 

3. Arthur doesn’t write well. 

4. Isn’t Richard with you? 

5. We aren’t going yet. 

6. I wasn’t whispering. 

7. Weren’t you at school yesterday? 

8. I haven’t time to play now. 

9. My uncle hasn’t returned yet. 

10. They hadn’t gone far when I overtook them. 

11. Mayn’t I use your new sled? 

12. I can’t find my cap. 

13. John couldn’t solve this problem. 

14. You mustn’t speak so loud. 

15. Henry didn’t come with us. 

16. We won’t stay late. 

17. Alfred wouldn’t wait for us. 

Of what two words is don't composed ? What letter 
is omitted ? What mark is used to show the omission of 
this letter? 

Notice that two syllables are often drawn together 
into one by the omission of one or more letters. This is 
called a contraction. 

The omission of a letter is indicated by an apostrophe. 
Point out all other contractions in the above sen¬ 
tences, and tell how each is made. 

Write other sentences, using the same contractions. 


— 101 — 


COMPARISON OF ADVERBS. 
Copy the following sentences: — 

1. Charles ran fast. 

2. George ran faster than Charles. 

3. Henry ran fastest of all. 


Notice that an adverb, like an adjective, may be 
varied to express different degrees of comparison. 
Learn the following table: — 


POSITIVE. 

COMPARATIVE. 

SUPERLATIVE. 

REGULAR COMPARISON. 

soon 

sooner 

soonest 

late 

later 

latest 

high 

higher 

highest 

early 

earlier 

earliest 


IRREGULAR COMPARISON. 


well 

better 

best 

badly 

worse 

worst 

much 

more 

most 

little 

less 

least 


COMPARISON WITH MORE, LESS, MOST, LEAST. 


swiftly 

more swiftly 

most swiftly 

lightly 

less lightly 

least lightly 

nobly 

more nobly 

most nobly 


Notice that nearly all adverbs of more than one sylla¬ 
ble are compared by means of the adverbs of degrees. 
more, less, most, least. 

Many adverbs do not admit of comparison. 





























— 102 — 


ADVERBIAL OBJECTIVES. 

Copy tlie following sentences: — 

1. This stick is a foot long. 

2. How many times did you call? 

3. This package is a pound too light. 

4. Are these gloves worth a dollar? 

5. You left town a day too soon. 

6. Ho you go South every winter? 

7. I came home last night an hour later than usual. 

By what noun is long modified ? — calif — lightf 
worth f — soon f 

By what nouns is go modified % — came f 

Which of these nouns denote direction f time f a 
measure of length , weight , value , or time f 

Which modify verbs ? — adjectives f — adverbs f 

Notice that nouns denoting directum , time, or measure 
( length , distance , value , weight , time) are often used as 
adverbial modifiers of verbs, adjectives, or adverbs. 

Nouns used in this way are in the objective case, 
and are called adverbial objectives. 


Point out all adverbial objectives in the following 
sentences, and tell what each modifies: 

1. This ship can sail twelve knots an horn. 

2. It has been raining all day. 

3. The river is a mile wide. 

4. I am ten years old. 

5. This coat is worth ten dollars. 



— 103 — 


STUDY OF A PROSE SELECTION. 

THE DAISY.— Continued. 



into the air again. 


The little bird danced 
about her and sang: ‘ 4 How 
soft the grass is! What a 
lovely little flower with 
gold in her heart and silver 
on her dress!” For the 
yellow spot in the daisy 
looked like gold, and the 
little leaves round about it 
shone silver-white. 

How happy the little 
daisy was, no one can un¬ 
derstand. The bird kissed 
her with his beak, sang her 
a song, and then flew up 


It was certainly a whole quarter of an hour before the 
flower could compose herself. Half-ashamed, and yet 
inwardly rejoiced, she looked toward the other flowers in 
the garden. For they had seen the honor and the happi¬ 
ness that had fallen to her lot, and they must surely com¬ 
prehend what a joy it was. 

But the tulips stood twice as stiff as before, and, more¬ 
over, they were red in the face, for they were angry. 
The sunflowers, too, were much offended. It was well 
they could not speak; otherwise the daisy would have got 
a legular scolding. The poor little flower could see very 
well that they were in a bad humor, and that grieved her 
to the heart. 









^- 104 - 


STUDY OF A PROSE SELECTION. 

Just then a girl came into the garden with a large, 
sharp, glittering knife. She went right up to the tulips 
and cut them off one after another. 

“Oh,” sighed the little daisy, “that was terrible; 
now it is all over with them.” 

Then the girl went away with the tulips. The daisy 
was very glad that she stood out there in the grass, 
and was only a little flower. She felt very thankful, 
and, as the sun set, she folded up her leaves, went to 
sleep, and dreamed all night long about the sun and the 
little bird. 

The next morning, as the flower was again joyfully 
stretching out her white leaves, like little arms, to the air 
and the light, she recognized the voice of the bird, but 
now it had a mournful tone. Yes, the poor lark had 
good reason to be sad, for he was now a prisoner, and 
sat in a cage close by the open window. 

He sang of freedom, of the green corn in the fields, 
and of the flight he could make with his strong wings, 
high up into the air. No wonder the poor little bird was 
sad as he sat there in his cage, a prisoner. 

( Continued on page 111.) 


Point out all adverbs, and tell the kind of each and 
what it modifies. 

Point out all predicate adjectives. Point out all other 
adjectives, and tell what each modifies. 



— 105 — 


INFINITIVES. 

Copy the following sentences:_ 

1. George wishes to speak. 

2. The boy began to run. 

3. I intended to write. 

4. It is time to go. 

5. To see is to believe. 

Point out all finite verbs. Which express the idea of 
act ion f — of being f 

What other words do you find in these sentences, that 
express the idea of action ? What little word is used 
before each ? 

Notice that there are other forms of the verb besides 
the finite verb. One of these forms is used with to , and 
is called the infinitive. The infinitive is so called be¬ 
cause it is not limited, like the finite verb, by th e person 
and number of a subject. 

The infinitive with to may be used as a noun, as an 
adjective , or as an adverb. 

As a noun, the infinitive may be used as subject 
nominative, as predicate nominative, or as object com¬ 
plement. 


Point out all infinitives in the following sentences, 
and tell how each is used: — 

1. To seek is better than to gain._ Whittier. 

2. The minstrels ceased to sound._ Scott. 

' 3 Talking is not always to converse.— Cowper. 

4. Music hath charms to soothe the savage breast._ Con¬ 

greve. 

5. Faithful friends are hard to find.— Shakespeare. 



— 106 — . 


INFINITIVES — VERB-PHRASES. 

Copy the following sentences: — 

1. Henry can run fast. 

2. Fanny may go home. 

3. James must wait here. 

4. Mary will write soon. 

Point out all words that express the idea of action. 
Does each of these words assert the action alone by itself ? 
What word is used with each as a helping verb f 

Notice that often a single word is not sufficient to 
assert action or being of an object. In this case two or 
more words are used as one verb. Such a combination of 
words is usually called a verb-phrase. 

Thus, in the sentence “ Henry can run fast,” can run 
is used as one verb, and is a verb-phrase. 

The infinitive without to is often used in verb-phrases 
with may , can, must , shall , will, might, could, would, 
shoidd , do, and did. 


Write five sentences containing infinitives used in 
verb-phrases. 

Point out all verb-plirases and all infinitives in the 
following sentences: — 

1. We shall try to do our duty. 

2. Children should learn to obey. 

3. We ought to improve our opportunities. 

4. Did you write this letter ? 



— 107 - 


PARTICIPLES. 

Copy the following sentences:_ 

1. Arthur is writing. 

2. Julia has recited. 

3. William has fallen. 

4. The train has gone. 

How many words are used to tell what Arthur is 
oing i - wliat Julia has done?— what William has 
done? —what the train has done? Do these words in 
each sentence form a v&t'l-phrase ? 

Is the second word in each verb-phrase an infinitive* 
Can you use the word to before it? If the word to can 
not be used before it, we know that it is not an infinitive. 

Notice that the second word in each verb-phrase in 
these sentences is called a participle. 

The participle is used in verb-phrases after be and 
have, and their various forms. 

The participle may usually be recognized by the end¬ 
ing, which in the majority of cases is ing or ed. 


Form participles from each of the following verbs by 
adding ing and ed. Notice that final * is dropped before 
these endings. 


jump 

row 

treat 

hope 

flow 

sail 

leap 

play 

heap 


twinkle twist 

sprinkle drown 

wrench hunt 


Model.— Turn , turning , turned . 



— 108 — 


PROGRESSIVE FORMS. 

Copy the following sentences: — 

1. The flowers are blooming. 

2. The birds are singing. 

3. Bees are gathering honey. 

4. Grass is growing. 

5. Leaves are rustling. 

6. Children are playing. 

Point out all verb-phrases. What is the last word of 
each? With what syllable does each participle end? 

Notice that each of these verb-phrases represents an 
action as continuing. Verb-phrases that express action 
in this way are called 'progressive forms of the verb. 

The first part of a progressive verb-phrase is a form 
of the verb to be used as a helping verb. The last word 
is a participle ending with ing. 

Notice that in forming participles in ing , a single final 
consonant after a short vowel is doubled before the partici¬ 
ple ending, if the verb consists of but one syllable, or has 
the accent on the last syllable. 


Form a participle in ing from each of the following 
verbs, and use it in a sentence containing a verb- 
phrase: — 

hop rap 

skip wrap 

trip prop 

tip spin 

stop run 


trim 

dig 

set 

get 

sit 

hit 

cry 

put 

try 

shut 



■—109 — 


PARTICIPLES USED AS ADJECTIVES. 
Copy the following sentences:_ 


1* The wounded deer escaped. 

2. The wind scatters the falling leaves. 

3. Have they found the lost child? 

4. Can you mend this broken vase? 

5. The setting sun paints the clouds. 


By what word is deer modified \ — leaves? — child? 
— vase f — sun f 


What are these modifying words? 
Notice that participles are often used 
modify nouns. 

Some participles are even subject to 
adjectives. 


as adjectives to 
comparison like 


Ex—Fitting, more fitting, most fitting; interesting, 
more interesting, most interesting. 

Notice that final y after a consonant is changed to i 
before the participle ending ed. 

Ex.—Cry, cried; try, tried. 


Write sentences containing the following participles 
used as adjectives: — 


rising frightened blinding 

stolen alarming bitten 

captured fleeing bleeding 

howling running burning 

fallen frozen bursting 

falling moving chosen 

growing hidden creeping 

broken bound driving. 



110 — 


GERUNDS. 

Copy the following sentences: — 

1. Walking is good exercise. 

2. Talking is not always conversing. 

3. The farmers have finished plowing. 

4. Harvesting has begun. 

5. Reading good books improves the mind. 

6. George is fond of reading. 

7. Seeing is believing. 

8. Loud talking is forbidden. 

Point out all finite verbs. Which are used as cop¬ 
ulas? Point out all verb-phrases. Of what does each 
consist ? 

Point out all other words that express the idea of 
action. Which of these words are used as subjects? — 
as attribute complements? — as object complements? 

Notice that certain words formed from verbs are often 
used as nouns. Such words are usually called gerunds. 

The simple gerund is formed from the infinitive by 
adding ing, and consequently is identical in form with the 
participle in ing. 


Form gerunds from the following verbs, and use each 
in a sentence: — 


do 

read 

study 

whisper 

ring 

go 

write 

fight 

whistle 

rap 

run 

wait 

drink 

gallop 

bleat 

spin 

stand 

spell 

quarrel 

bark 

eat 

skate 

sing 

rustle 

shout 

sit 

hear 

reap 

trample 

howl 



—Ill— 


STUDY OF A PROSE SELECTION. 

THE DAISY.— Continued. 



The little daisy 
wanted to help him; 
but how should she 
go to work? Yes, 
that was hard to 
find out. She for¬ 
got altogether 
how beautiful 
everything 
about her 
was, how 
warm the 
sun shone, 
and how 
splendid 
and white 
her leaves 
looked. 
Alas! she 
could think 
only of 

, . the captive 

bu-d, for whom she was unable to do anything. 

Just then two little boys came out of the garden. 
One of them had in his hand a large, sharp knife like the 
one the girl had cut off the tulips with. They went right 
up to the daisy, who could not understand at all what 
they wanted. 





—112 — 


STUDY OF A PROSE SELECTION. 

4 4 Here we can cut out a splendid piece of turf for the 
lark,” said one boy; and then he began to cut around 
the daisy in a square, so that she stood in the middle of 
the piece of turf. 

44 Tear the flower off,” said one boy; and the daisy 
shook with fear. For to be torn off was to lose her life, 
and now she wanted so much to live, since she was likely 
to go with the piece of turf to the captive lark in the cage. 

44 No, let her stay,” said the other boy; 44 she looks 
so pretty.” 

And so the little daisy was left standing, and came 
with the turf into the cage to the lark. 

But the poor bird uttered loud complaints over the 
loss of his freedom, and with his wings he beat against 
the bars of his cage. The little daisy could not speak to 
say a single comforting word, however much she wished 
to do so. And thus passed the whole forenoon. 

44 There’s no water here,” said the captive lark. 
“They have all gone away, and have forgotten to give 
me a drop to drink. My throat is dry and burning ! I 
am all fire and ice inside, and the air is so heavy! Alas! 
I must die and leave the warm sunshine, the fresh, green 
grass, and all the glorious things that God has made ! ’ ’ 
And then he plunged his beak into the cool sod in order 
to refresh himself a little thereby. 

(Continued, page 117.) 

Point out all infinitives, participles, and verb-phrases. 

Do you know what a quotation is ? When a writer 
uses the exact words of another, these words form a quo¬ 
tation, and should be enclosed within quotation-marls 
( 44 ”). Point out all quotations in this selection. 



— 113 


TRANSITIVE VERBS. 

Copy the following sentences : — 

1. Robert struck liis pony with the whip. 

2. The swimmer struck out for the shore. 

3. The visitor rang the bell violently. 

4. Suddenly the bell rang violently. 

5. A hare and a tortoise ran a race. 

6. The hare ran faster than the tortoise. 

7. The wind blew violently. 

8. The wind blew down a large tree. 

Point out each verb followed by an object comple¬ 
ment. Point out each verb used without an object com¬ 
plement. 

You have learned (page 63) that a verb used with an 
object complement is called transitive. The word transi¬ 
tive means passing over. The action expressed by a tran¬ 
sitive verb is represented as passing over from a doer to a 
receiver. 

A verb that does not represent the action as passing 
over from a doer to a receiver is called intransitive. 

Notice that some verbs are always transitive , some al¬ 
ways intransitive , while others are sometimes transitive, 
sometimes intransitive. 


Use each of the following verbs in two sentences, 
transitively in one, and intransitively in the other:_ 


sing 

stop 

buy 

hide 

pass 

shake 

hear 

bite 

drink 

hold 

read 

shoot 

see 

break 

drive 

keep 

ride 

speak 

sail 

burn 

feed 

leave 

sell 

win 


8 



—114 — 


VOICE. 

Copy the following sentences : — 

1. The teacher punished William. 

2. William was punished by his teacher. 

3. The girl broke this pretty vase. 

4. This pretty vase was broken by the girl. 

5. Thomas brought water from the spring. 

6. Water was brought from the spring. 

In which sentences is action expressed by a simple 
verb form? — by a verb-phrase? 

Is punished transitive, or intransitive ? -— broke f — 
brought f 

In which sentence is the doer of the action denoted by 
the subject? 

In which sentence is the receiver of the action denoted 
by the subject? 

When the doer of an action is denoted by the subject, 
the verb is said to be in the active voice. 

When the receiver of an action is denoted by the sub¬ 
ject, the verb is said to be in the passive voice. 

The passive voice is always expressed by a verb- 
phrase consisting of some form of the verb to be and the 
past participle of a transitive verb. 

Notice that the distinction of voice applies to infini¬ 
tives and participles , as well as to finite verbs. 


Use each of the following verb-phrases as a predi¬ 
cate : — 

was wounded was caught must be gathered 

were broken were hurt has been written 



— 115 - 


MODE. 

Copy the following sentences :_ 


1. Alice sang a beautiful song last evening. 

2. If Alice had refused, everybody would have been dis¬ 
appointed. 


3. Alice can sing the most beautiful songs. 

4. Alice, please sing us one of your beautiful songs. 


In winch sentence does the verb assert something as 

a fact?— as merely supposed? — as possiblef — as a 
request f 

The manner in which a verb is used is called its mode. 
There are four modes — indicative, subjunctive, potm- 
tial, and imperative. 

A verb is in the indicative mode when it asserts some¬ 
thing as a fact. 

Ex.— It rained all day yesterday. 

A verb is in the subjunctive mode when it asserts 
something as conditional , as merely supposed , or as a 
future uncertainty. 

Ex.— If it rain, we shall need umbrellas. 

A verb is in the potential mode when it is used to 
assert power, possibility, or necessity. 

Ex. — Robert can write well. You may go. We 
should go. 

A verb is in the imperative mode when it is used to 
express a command, a request, an entreaty, or an exhorta- 
tion. 

® x * Open the window. Give us this day our daily 

bread. 


TENSE. 


Copy the following sentences : — 

1. I read an hour every morning. 

2. We rowed across the lake. 

3. My uncle will visit us next week. 

4. Alfred has lost his marbles. 

5. I had written two letters when you came. 

6. We shall have finished our tasks by noon. 

Do all these statements refer to the same time ? 

Which verb expresses present action?— past action? 
,—future action ? 

Which verb expresses action completed at the present 
time f — completed at some past time f — about to be com¬ 
pleted at some f uture time f 

Notice that verbs express distinctions in regard to the 
time of an action, being, or condition. 

These distinctions are called tenses. 

There are three tenses that correspond to the three 
grand divisions of time,— present , past , and future. 

There are also three relative tenses that denote com¬ 
pleted action, being, or condition. 

Hence we have the following six tenses : — 

1. Present; as, I write. 

2. Past; as, I wrote. 

3. Future; as, I shall write. 

4. Present-perfect; as, I have written. 

5. Past-perfect; as, I had written. 

6. Future perfect; as, I shall have written. 


- 117 - 


STUDY OF A PEOSE SELECTION. 

THE DAISY.— Concluded. 

Then the bird’s 
eyes fell upon the 
daisy, and he nod¬ 
ded to her, kissed 
her with his beak, 
and said : 

“ And you, too, 
must perish here 
from thirst, you 
poor little flower! 

You and this little 
spot of green grass 
have been given me 
in place of the whole 
world that I had outside ! Each stalk of grass ought to 
be a green tree, and each of your white leaves a fragrant 
flower ! Alas! you only show me how much I have 
lost!” 

44 Oh, that I were able to comfort him ! ’ ’ thought the 
daisy; but she could not stir a leaf. The fragrance, how¬ 
ever, that streamed forth from her slender leaves was 
much stronger than is usual with this flower. The bird 
noticed it, too, and though he was dying of thirst, and 
in his agony tore away the green leaves of grass, yet he 
did not touch the flower. 

The afternoon wore away, and still nobody came to 
bring the poor bird a drop of water. At last he stretched 
out his pretty wings, shook them convulsively, and ut¬ 
tered a doleful 4 4 peep ! peep ! ’ ’ The little head sank 




— 118 - 


down toward the flower, and tlie lark was dead with his 
heart broken by grief. 

Then the flower could not fold up her leaves and go 
to sleep as on the evening before, but hung drooping, ill 
and sad. 

It was not until the next morning that the boys came. 
And when they saw the bird dead, they wept many bitter 
tears, and dug for him a neat little grave, and decorated 
it with the leaves of flowers. The dead body of the 
bird was put into a beautiful red casket. He should have 
royal burial, poor bird ! 

While he lived and sang, they forgot him, and left 
him in the cage to suffer hunger and thirst; but now that 
he was dead, they made great ado, and shed many tears 
over him. 

But the piece of turf with the daisy on it was thrown 
out into the dust of the road. No one thought of her 
who had felt most for the little bird, and who would have 
comforted him so gladly. — Ilans Christian Andersen. 


Point out all quotations, and all quotation-marks. 
Point out all transitive verbs, and tell the object of 
each. Point out all intransitive verbs. 

Tell the voice, the mode, and the tense of each verb. 
Write the story of the Daisy from memory. 



— 119 - 


DISTRIBUTION OF TENSES. 

The indicative mode has all the tenses. 


Ex.— Present.— 
Past. — 

Future. — 
Present-perfect. — 
Past-perfect. — 
Future-perfect. — 

The subjunctive mode 

Ex. — Present. — 
Past.— 

Present-perfect. — 
Past-perfect. — 


He sees. 

He saw. 

He will see. 

He has seen. 

He had seen. 

He will have seen. 

has four tenses. 

If he see. 

If he saw. 

If he have seen. 

If he had seen. 


The potential mode ha 

Ex. — Present. — 
Past. — 

Present-perfect. — 
Past-perfect.— 

The imperative mode 1 

Ex. — Present. — 


four tenses. 

He may see. 

He might see. 

He may have seen. 
He might have seen. 

s one tense, 
see. 


The infinitive has two tenses. 

Ex.— Present.— to see. 

Present-perfect.— to have seen. 


Th v participle has three tenses. 

Ex. — Present. — seeing. 

Past.— seen. 

Present^perfect.— having seen. 


— 120 - 


PRINCIPAL PARTS OF THE VERB. 
Copy the following: — 


Present Infinitive. 

love 

turn 

see 

fall 


Past Indicative, 
loved 
turned 
saw 
fell 


Past Participle. 

loved 

turned 

seen 

fallen 


The present infinitive, the past indicative, and the 
past participle are called the principal parts of the verb. 
These forms being given, all others may be derived. 

According to the manner of forming the principal 
parts, verbs are divided into two classes, regular verbs, 
and irregular verbs. 

A regular verb is one that forms its past indicative 
and its past participle by adding d or ed to the form of 
the present infinitive. 

Ex.— Move, moved, moved; row, rowed, rowed. 

An irregular verb is one that does not form its past 
indicative and its past participle by adding d or ed to the 
form of the present infinitive. 

Ex.— Go, went, gone; write, wrote, written. 

A verb that has both regular and irregular forms is 
called redundant. 

Ex._Clothe, clothed—clad, clothed — clad. 

A verb that lacks one or more of its principal parts is 
called defective. 

Ex.— Beware, -, -; can, could,-. 





—121 — 


PRINCIPAL PAETS OF IRREGULAR YEEBS. 

The principal parts of irregular verbs can not be 
learned by rule. Each verb must be learned separately and 
individually. And since most of the mistakes in the use 
of principal parts occur with these verbs, the following 
list should be studied with great care. 


LIST OF IRREGULAR VERBS. 


Present Infinitive. 

abide 

arise 

be 

bear 

beat 

begin 

beseech 

bid 

bind 

bite 

bleed 

blow 

break 

breed 

bring 

burst 

buy 

cast 

catch 

chide 

choose 


Past Indicative. 

abode 

arose 

was 

bore 

beat 

began 

besought 

bid-bade 

bound 

bit 

bled 

blew 

broke-brake 

bred 

brought 

burst 

bought 

cast 

caught 

chid 

chose 


Past Participle. 

abode 

arisen 

been 

borne 

beaten-beat 

begun 

besought 

bid-bidden 

bound 

bitten-bit 

bled 

blown 

broken 

bred 

brought 

burst 

bought 

cast 

caught 

chidden-chid 

chosen 


PRINCIPAL PARTS OF IRREGULAR VERBS. 


Present. 

Past. 

Past Participle. 

cleave 

cleft-clove 

cleft-cloven 

cling 

clung 

clung 

come 

came 

come 

cost 

cost 

cost 

creep 

crept 

crept 

cut 

cut 

cut 

deal 

dealt 

dealt 

do 

did 

done 

draw 

drew 

drawn 

drink 

drank 

drank drunk 

drive 

drove 

driven 

eat 

ate 

eaten 

fall 

fell 

fallen 

feed 

fed 

fed 

feel 

felt 

felt 

fight 

fought 

fought 

find 

found 

found 

flee 

fled 

fled 

fling 

flung 

flung 

fl y 

flew 

flown 

forsake 

forsook 

forsaken 

freeze 

froze 

frozen 

get 

got 

got-gotten 

give 

gave 

given 

go 

went 

gone 

grind 

ground 

ground 

grow 

grew 

grown 

hang 

hung 

hung 

hang , to 

execute hy hanging , 

is regular 

have 

had 

had 

hear 

heard 

heard 


- 123 - 


PRINCIPAL PARTS OF IRREGULAR VERBS. 


Present. , 

Past. 

Past Participle. 

hide 

hid 

hidden-hid 

hit 

hit 

hit 

hold 

held 

held-holden 

hurt 

hurt 

hurt 

keep 

kept 

kept 

know 

knew 

known 

lay 

laid 

laid 

lead 

led 

led 

leave 

left 

left 

lend 

lent 

lent 

let 

let 

let 

lie 

lay 

lain 

lie, to deceive, 

is regular 


lose 

lost 

lost 

make 

made 

made 

mean 

meant 

mean*t 

meet 

met 

met 

pay 

paid 

paid 

put 

put 

put 

read 

read 

read 

rend 

rent 

rent 

rid 

rid 

rid 

ride 

rode 

ridden 

ring 

rang-rung 

rung 

rise 

rose 

risen 

run 

ran-run 

run 

say 

said 

said 

see 

saw 

seen 

seek 

sought 

sought 

sell 

sold 

sold 

send 

sent 

sent 


— 124 — 


PRINCIPAL PARTS OF IRREGULAR VERBS. 


Present. 

set 

shake 

shed 

shine 

shoe 

shoot 

shrink 

shut 

sing 

sink 

sit 

slay 

sleep 

sling 

slink 

smite 

speak 

speed 

spend 

spin 

spit 

spread 

spring 

stand 

steal 

stick 

sting 

stride 

strike 

string 

strive 


Past. Past Participle. 


set 

shook 

shed 

shone 

shod 

shot 

shrank -shrunk 
shut 

sang-sung 

sank-sunk 

sat 

slew 

slept 

slung 

slunk 

smote 

spoke 

sped 

spent 

spun 

spit 

spread 

sprang-sprung 

stood 

stole 

stuck 

stung 

strode 

struck 

strung 

strove 


set 

shaken 

shed 

shone 

shod 

shot 

shrunk-shrunken 

shut 

sung 

sunk 

sat 

slain 

slept 

slung 

slunk 

smitten 

spoken 

sped 

spent 

spun 

spit 

spread 

sprung 

stood 

stolen 

stuck 

stung 

stridden 

stricken-struck 

strung 

striven 


— 125 - 


PRINCIPAL PARTS OF IRREGULAR VERBS. 


Present. 

Past. 

Past Participle. 

swear 

swore 

sworn 

sweep 

swept 

swept 

swim 

swam-swum 

swum 

swing 

swung 

swung 

take 

took 

taken 

teach 

taught 

taught 

tear 

tore 

torn 

tell 

told 

told 

think 

thought 

thought 

throw 

threw 

thrown 

thrust 

thrust 

thrust 

tread 

trod 

trodden-trod 

wear 

wore 

worn 

weave 

wove 

woven 

win 

won 

won 

wind 

wound 

wound 

wring 

wrung 

wrung 

write 

wrote 

written 

iist of the 

Most Common Redundant Verbs. 

Present. 

Past. 

Past Participle. 

awake 

awoke, awaked 

awaked 

bent 

bent, bended 

bent, bended 

bereave 

bereft, bereaved 

bereft, bereaved 

bet 

bet, betted 

bet, betted 

blend 

blent, blended 

blent, blended 

bless 

blest, blessed 

blest, blessed 

build 

built, builded 

built, builded 

burn 

burnt, burned 

burnt, burned 

clothe 

clad, clothed 

clad, clothed 

crow 

crew, crowed 

crowed 



- 120 - 


LIST OF MOST COMMON REDUNDANT VERBS. 


Present. 

Past. 

Past Participle. 

dare 

durst, dared 

dared 

dare, to challenge , is iclwlly regular. 

dig 

dug, digged 

dug, digged 

dive 

dove, dived 

dived 

dream 

dreamt, dreamed 

dreamt, dreamed 

dress 

drest, dressed 

drest, dressed 

dwell 

dwelt, dwelled 

dwelt, dwelled 

gild 

gilt, gilded 

gilt, gilded 

gird 

girt, girded 

girt, girded 

liew 

hewed 

hewn, hewed 

kneel 

knelt, kneeled 

knelt, kneeled 

knit 

knit, knitted 

knit, knitted 

lean 

leant, leaned 

leant, leaned 

leap 

leapt, leaped 

leapt, leaped 

light 

lit, lighted 

lit, lighted 

mow 

mowed 

mown, mowed 

pass 

past, passed 

past, passed 

quit 

quit, quitted 

quit, quitted 

rap 

rapt, rapped 

rapt, rapped 

shave 

shaved 

shaven, shaved 

shear 

sheared 

shorn, sheared 

show 

showed 

shown, showed 

slit 

slit, slitted 

slit, slitted 

sow 

sowed 

sown, sowed 

split 

split, splitted 

split, splitted 

stay 

staid, stayed 

staid, stayed 

strew 

strewed 

strewn, strewed 

sweat 

sweat, sweated 

sweat, sweated 

swell 

swelled 

swollen, swelled 

thrive 

throve, thrived 

thriven, thrived 

wake 

woke, waked 

woke, waked 




— 127 - 


LIST OF DEFECTIVE VERBS. 

P as ^- Past Participle. 

could _ 

might _ 


quoth _ 

should _ 

would __ 

CONJUGATION. 

Conjugation is the orderly arrangement of all the 
foims of a verb, to show the variation arising from voice, 
mode, tense, person, and number. 

The forms shown in conjugation are mostly verb- 
' phrases. 

Simple forms are found only in the present and past, 
and in the active voice, ordinary form. 

Verb-phrases make up all the forms of the passive 
voice, all progressive forms, all forms of the potential 
mode, all future tense forms, and all perfect tense forms. 

AUXILIARY VERBS. 

Every verb-phrase consists of an infinitive or a parti¬ 
ciple called the principal verb, and of one or more help¬ 
ing verbs, or auxiliaries. 

The verbs used as auxiliaries are the following: — 


be 

will 

must 

have 

may 

— 

shall 

can 

do 


Present. 

can 

may 

must 

ought 


shall 

will 












- 128 - 


ACTIVE VOICE —INDICATIVE MODE — 
PRESENT TENSE. 


Learn the following tables: — 


1 . 

2 . 

3 . 


1 . 

2 . 

3. 


1 . 

2 . 

3. 


1 . 

2 . 

2 . 


Conjugation of to Be. 


Singular. 
I am 
You are 
He is 


Plural. 

> We are 
You are 
They are 


Conjugation of to Have. 


Singular. 

I have 
You have 
He has 


Plural. 

We have 
You have 
They have 


Conjugation of to See. 


Singular, 

I see 

You see 
He sees 

Conjugation 

Singular. 

I row 
You row 
He rows 


Plural. 

We see 
You see 
They see 

to How. 

Plural. 

We row 
You row 
They row 


Conjugate each of the following verbs: — 


turn 

ride 

find 

sing 

read 

move 

come 

give 

make 

think 

hear 

drink 

sell 

mean 

say 

buy 

eat 

shoot 

pay 

write 



-— 129 - 


ACTIVE VOICE —INDICATIVE MODE — 
PRESENT TENSE. 


Learn the following tables: — 


1 . 

2 . 

3 . 


1 . 

2 . 


Conjugation of to Do. 


Singular. 
I do 
You do 
He does 


Plural. 

We do 
You do 
They do 


Conjugation of to Fly. 


Singular. 

I fly 
You fly 
He flies 


Plural. 
We fly 
You fly 
They fly 


1 . 

2 . 

3 . 


Conjugation of to Teach. 


Singular. 

I teach 
You teach 
He teaches 


Plural. 

We teach 
You teach 
They teach 


Notice that in the present indicative of all verbs except 
to he , the only change of form occurs in the third person 
singular, which regularly adds s. 

Verbs that end with y preceded by a consonant, change 
y to i and add es. Do and go also add es. Verbs that 
end with ch or ss add es, which forms a new syllable. 


Conjugate each of the following verbs: — 

go spy bless choose 

try apply guess dress 

cry deny catch pass 


9 



— 130 — 


ACTIVE VOICE — INDICATIVE MODE — PAST 
TENSE. 


Learn the following tables: — 


1 . 

2 . 

3. 


Conjugation of to Be. 


Singular. 

I was 
You were 
He was 


Plural. 

We were 
You were 
They were 


Conjugation of to Have. 


Singular. 

1. I had 

2. You had 

3. He had 


Plural. 

We had 
You had 
They had 


Conjugation of to Love. 


Singular. 

1. I loved 

2. You loved 

3. He loved 


Plural. 

We loved 
You loved 
They loved 


Notice that in the past indicative of all verbs except 
to be there is no change of form for person and number. 
This is true whether the verb be regular or irregular. 


Give the principal parts of each of the following 
verbs, and conjugate each in the past indicative of the 
active voice: — 


reply 

expect 

begin 

buy 

do 

fall 

lie 

deny 

recite 

blow 

catch 

go 

give 

pay 

stop 

recall 

bring 

cling 

hit 

lay 

see 



—131 — 


ACTIVE VOICE —INDICATIVE MODE —FUTURE 
TENSE. 

Learn the following tables: — 


1 . 

2 . 

3 . 


Conjugation of to Be. 


Singular. 

1 shall be 
You will be 
He will be 


Plural. 

We shall be 
You will be 
They will be 


Form Denoting Purpose. 


Singular. 

1. I will be 

2. You shall be 

3. He shall be 


Plural. 

We will be 
They shall be 
They shall be 


Notice that in the future tense there are two forms of 
conjugation, one denoting simple futurity , and the other 
purpose in addition to futurity. 

The forms of the future tense are made by combining 
shall or will with the present infinitive of the principal 
verb. In all verbs except to be the present infinitive has 
the same form as the present indicative. 

When simple futurity is denoted, shall is used to 
form the first person, and will to form the other persons. 
When purpose is to be expressed in addition to futurity, 
will is used in the first person, and shall in the other per¬ 
sons. 


Conjugate each of the following verbs: — 

go learn pay run play return 

try speak sing write study recite 




















— 133 - 


STUDY OF A POEM. 

Tell what you can see in this picture. 

Study the following selection : — 

A child went wandering through a wood 
Upon a summer day; 

She hoped to meet some pretty thing 
To join her in her play. 

The cloudless sky above was blue, 

The grass beneath was green, 

And all around were lovely flowers, 

The brightest ever seen. 

A honey-bee went humming by. 

“ Stay, little bee ! ” she cried; 

“ Oh, do come back and play with me ! ” 
And thus the bee replied: 

11 1 can not stay, I must away 
And gather in my store; 

For winter drear will soon be here, 

When I can work no more.” 

She heard a pigeon cooing soft, 

High in a bough above. 

‘ ‘ Come down and play awhile with me, 
My pretty, gentle dove.” 

‘ ‘ I cannot come and play with thee, 

For I must guard my nest, 

And keep my sleeping children warm 
Beneath my downy breast. ” 

She saw a squirrel gathering nuts 
Upon a tall beech tree. 


— 134 - 


STUDY OF A POEM. 

< ‘ I love to see you frisk and leap; 

Come down and play with me.” 
“ I dare not play, I must away, 
And quickly homeward hie; 
Were I to stay, for want of food 
My little ones would die.” 


She came unto a stream that leaped 
Between its rocky banks. 

“Stay, pretty stream, and play with me, 
And you shall have my thanks.” 

The stream replied, while in the pool 
A moment it stood still: 

‘ ‘ I can not play, 1 must away, 

And drive the village mill.” 


The child sat down upon the bank, 

And hung her little head; 

She wept a while and sobbed a while, 

Then to herself she said: — 

“The stream, the squirrel, dove, and bee, 

All have their work to do; 

I must not play my time away, 

I must be busy, too.” 

(All Have Work to Do.) — R. P. S. 


Point out all finite verbs, and tell the voice, mode, 
tense, person, and number of each. 

Point out all infinitives and participles, and tell the 
tense of each. 


— 135 — 


ACTIVE VOICE —INDICATIVE MODE—PRES¬ 
ENT-PERFECT TENSE. 

Learn the following tables:— 

Conjugation of to Be . 

Singular. Plural. 

1. I have been We have been 

2. Yon have been You have been 

3. He has been They have been 

Conjugation of to learn. 

Singular. Plural. 

1. I have learned We have learned 

2. You have learned You have learned 

3. He has learned They have learned 

Conjugation of to go. 

Singular. Plural. 

1. I have gone We have gone 

2. You have gone You have gone 

3. He has gone They have gone 

Notice that the forms of the present-perfect tense are 
made by combining the present forms of have with the 
past jiarticijjle of the principal verb. 


Conjugate each of the 
indicative active:— 


try 

see 

move 

rap 

hear 

gaze 

tap 

write 

rise 

run 

row 

raise 


following verbs-in the present 


send 

make 

win 

sell 

lie 

sing 

fall 

tell 

buy 

say 

teach 

do 



— 136 — 


ACTIVE VOICE—INDICATIVE MODE—PAST- 
PERFECT TENSE. 


Learn the following tables:— 


Conjugation of to Be. 


Singular. 

1. I had been 

2. You had been 

3. He had been 


Plural. 

We had been 
You had been 
They had been 


Conjugation of to /Stop. 


Singular. 

1. I had stopped 

2. You had stopped 

3. He had stopped 


Plural. 

We had stopped 
You had stopped 
They had stopped 


Conjugation of to Reply. 


Singular. 

1. I had replied 

2. You had replied 

3. He had replied 


Plural. 

We had replied 
You had replied 
They had replied 


Notice that the forms of the past-perfect tense are 
made by combining the past forms of have with the past 
participle of the principal verb. 

Notice that final y preceded by a consonant is changed 
to i before ed, and that a single consonant after a short 
vowel in a monosyllable is doubled. 


Conjugate each of the following verbs in this tense: 


try pay finish paint ride come 

spy say recite play give catch 

lay cry study hear find think 


buy 

sell 

call 



— 137 — 


ACTIVE VOICE—INDICATIVE MODE—FITTURE- 
PEKFECT TENSE. 

Learn the following tables:— 

Conjugation of to Be. 

Singular. Plural. 

1. I shall have been We shall have been 

2. You will have been You will have been 

3. He will have been They will have been 

Form Denoting Purpose. 

Singular. Plural. 

1. I will have been We will have been 

2. You shall have been You shall have been 

3. He shall have been They shall have been 

Notice that the forms of the future-perfect tense are 
made by combining shall or will with the present-perfect 
infinitive of the principal verb. 

The future-perfect, like the future, has two forms of 
conjugation, one to express simple futurity, and the other 
to express purpose in addition to futurity. 

To express simple futurity, shall is used for the first 
person, and will for the others. 

To express purpose in addition to futurity, will is used 
for the first person, and shall for the others. 


Conjugate each of the following verbs in this tense:— 


return 

write 

send 

bring 

eat 

grow 

arrive 

turn 

begin 

build 

have 

hear 

decide 

remove 

break 

choose 

go 

rise 



— 138 — 


ACTIVE VOICE —SUBJUNCTIVE MODE—PRES¬ 
ENT TENSE. 


Learn the following tables:— 

Conjugation of to Be. 


Singular. 

1. If I be 

2. If you be 

3. If he be 


Plural. 
If we be 
If you be 
If they be 


Conjugation of to Have. 


Singular. 

1. If I have 

2. If you have 

3. If he have 


Plural. 

If we have 
If you have 
If they have 


Conjugation of to Go. 


Singular. 

1. If I go 

2. If you go 

3. If he go 


Plural. 

If we go 
If you go 
If they go 


Notice that the subjunctive mode has the same form 
in all the persons and in both numbers. 

In the present tense this form is always the same as 
that of the present infinitive. 

Notice that the if used in the above tables does not 
form part of the subjunctive mode, but is merely used as 
a sign. 


Conjugate the following verbs in the present subjunc¬ 
tive:— 

move hear try move see lose make 

learn sing cry love buy rise write 



— 139 — 


ACTIVE VOICE —SUBJUNCTIVE MODE— 
PAST TENSE. 


Learn the 


1 . 

2 . 

3. 


1 . 

2 . 

3. 


1 . 

2 . 

3. 


following tables: — 

Conjugation of to Be. 


Singular. 

If I were 
If you were 
If he were 

Conjugation 

Singular. 

If I had 
If you had 
If he had 

Conjugation 


Plural. 

If we were 
If you were 
If they were 

to Have. 

Plural. 

If we had 
If }'ou had 
If they had 

to Low. 


Singular. 

If I loved 
If you loved 
If he loved 


Plural. 

If we loved 
If you loved 
If they loved 


Compare the above tables with those on page 127. 

Notice that with the exception of the verb to be, verbs 
have the same forms in the subjunctive as in the indica¬ 
tive in the past tense. Consequently, in this tense the 
subjunctive is distinguished from the indicative only by 
the meaning. 


Conjugate the following verbs in the past subjunc¬ 
tive : — 


reply 

expect 

begin 

buy 

do 

fall 

lie 

deny 

recite 

blow 

catch 

So 

give 

pay 

stop 

recall 

bring 

cling 

hit 

lay 

see 



— 140 — 


ACTIVE VOICE — SUBJUNCTIVE MODE- 
PERFECT TENSES. 


Learn the following tables: — 

Conjugation of to Be. 


PRESENT-PERFECT TENSE. 


Singular. 

1. If I have been 

2. If you have been 

3. If he have been 

Singular. 

1. If I had been 
2 If you had been 
3. If he had been 


Plural. 

If we have been 
If you have been 
If they have been 

Plural. 

If we had been 
If you had been 
If they had been 


PAST-PERFECT TENSE. 


1 . 

2 . 

3 . 

1 . 

2 . 

3 . 


Conjugation of to Row. 

PRESENT-PERFECT TENSE. 


Singular. 

If I have rowed 
If you have rowed 
If he have rowed 

PAST-PERFECT 


Plural. 

If we have rowed 
If you have rowed 
If they have rowed 

TENSE. 


Singular. 


Plural. 


If I had rowed 
If you had rowed 
If he had rowed 


If we had rowed 
If you had rowed 
If they had rowed 


Notice that the subjunctive differs from the indicative 
only in the present-perfect tense. 


Conjugate each of the following verbs : — 

try pay study play ride come buy 

lay say finish hear give think sell 




— IN¬ 


ACTIVE VOICE —POTENTIAL MODE. 
Learn the following tables : — 

Conjugation of to Go. 


PRESENT TENSE. 

Plural. 

We may go 
You may go 
They may go 

PRESENT-PERFECT TENSE. 


Singular. • 

1. I may go 

2. You may go 

3. He may go 

Singular. 

1. I may have gone 

2. You may have gone 

3. He may have gone 

Singular. 

1. I might go 

2. You might go 

3. He might go 

Singular. 

1. I might have gone 

2. You might have gone 

3. He might have gone 


Plural. 

We may have gone 
You may have gone 
They may have gone 

Plural. 

We might go 
You might go 
They might go 

Plural. 

We might have gone 
You might have gone 
They might have gone 


PAST TENSE. 


PAST-PERFECT TENSE. 


Notice that the auxiliaries used to form the potential 
mode are may, can, must, might, could, would, and 
should. 

May, can, and must are present forms. 

Might, could, would, and should are past forms. 

Each of these auxiliaries may be combined with the 
present infinitive or with the present-perfect infinitive of 
a principal verb. 


— 142 


FULL CONJUGATION OF TO BE. 

Since all forms of the verb to be are used as auxil 
iaries, the full conjugation of this verb should be tlior 
oughly learned. 

INDICATIVE MODE. 


PRESENT TENSE. 


Singular. 

1. I am 

2. You are 

3. He is 


Plural. 

We are 
You are 
They are 


PAST TENSE. 

Plural. 
We were 
You were 
They were 

FUTURE TENSE. 


Singular. 

1. I was 

2. You were 

3. He was 


(Form Denoting Simple Futuritj'.) 


Singular. 

1. I shall be 

2. You will be 

3. He will be 


Plural. 

We shall be 
You will be 
They will be 


(Form Denoting Purpose in Addition to Futurity.) 


Singular. 

1. I will be 

2. You shall be 

3. He shall be 


Plural. 

We will be 
You shall be 
They shall be 


— 143 


FULL CONJUGATION 

PRESENT-PERFECT 

Singular. 

1. I have been 

2. You have been 

3. He has been 

PAST-PERFECT TENSE. 


Singular. 

1. I had been 

2. You had been 

3. He had been 


OF TO BE. 

TENSE. 

Plural. 

We have been 
You have been 
They have been 


Plural. 

We had been 
You had been 
Thev had been 


FUTURE-PERFECT TENSE. 

(form Denoting Simple Futurity.) 

Singular. Plural. 

1. I shall have been We shall have been 

2. You will have been You will have been 

3. He will have been They will have been 

(Form Denoting Purpose in Addition to Futurity.) 

Singular. Plural. 

1. I will have been We will have been 

2. You shall have been You shall have been 

3. He shall have been They shall have been 

SUBJUNCTIVE MODE. 

PSESENT TENSE. 

Singular. , Plural. 

1. If I be If we be 

2. If you be If you be 

3. If he be If they be 


— 144 - 


FULL CONJUGATION OF TO BE. 

PAST TENSE. 


Singular. 

1. If I were 

2. If you were 

3. If lie were 


2. If you have been 

3. If he have been 


Plural. 

If we were 
If you were 
If they were 

TENSE. 

Plural. 

If we have been 
If you have been 
If they have been 


PRESENT-PERFECT 

Singular. 

1. If I have been 


PAST-PERFECT TENSE. 


Singular. 

1. If I had been 

2. If you had been 

3. If he had been 


Plural. 

If we had been 
If you had been 
If they had been 


POTENTIAL MODE. 


PRESENT TENSE. 


Singular. 

1. I may be 

2. You may be 

3. He may be 


Plural. 

We may be 
You may be 
They may be 


PAST TENSE. 

Singular. Plural. 

1. I might be We might be 

2. You might be You might be 

3. He might be They might be 


— 145 — 


FULL CONJUGATION OF TO BE. 

PRESENT-PERFECT TENSE. 

Singular. 

1. I may have been 

2. You may have been 

3. He may have been 

PAST-PERFECT 

Singular. 

1. I might have been 

2. You might have been 

3. He might have been 

IMPERATIVE 

PRESENT TENSE. 

Singular. Plural. 

2. Be (you) Be (you) 

INFINITIVES. 

Present Tense. To be 

Present-Perfect Tense. To have been 

PARTICIPLES. 

Present Tense. Being 

Past Tense. Been 

Present-Perfect Tense. Having been 

Notice that the imperative mode is used only in the 
second person, and has the same form in both numbers. 
Its subject is the pronoun you understood. 

10 


Plural. 

We may have been 
You may have been 
They may have been 

TENSE. 

Plural. 

We might have been 
You might have been 
They might have been 

MODE. 


— 146 — 


PASSIVE VOICE —SYNOPSIS OF CONJUGATION. 

Passive verb-phrases are made by combining the 
forms of to be with the past participle of a principal verb. 


INDICATIVE MODE. 


Present. 

Past. 

Future. 

Present- Perf ect. 

Past-Perfect. 

Future-Perfect. 


I am seen 
I was seen 
I shall be seen 
I have been seen 
I had been seen 
I shall have been seen 


SUBJUNCTIVE MODE. 

Present. If I be seen 

Past. If I were seen 

Present-Perfect. If I have been seen 

Past-Perfect. If I had been seen 


POTENTIAL MODE. 

Present. I may be seen 

Past. I might be seen 

Present-Perfect. I may have been seen 

Past-Perfect. I might have been seen 

IMPERATIVE MODE. 

Present. Be (you) seen 


INFINITIVES. 


Present. 

Past. 

Present-Perfect. 


To be seen 
To have been seen 


PARTICIPLES. 

Being seen 
Seen 

Having been seen 


— 147 — 


SYNOPSIS OF PROGRESSIVE FORMS. 

Progressive verb-phrases are made by combining the 
forms of to be with the present participle of a principal 
verb. 


INDICATIVE 

Present. 

Past. 

Future. 

Present-Perfect. 

Past-Perfect. 

Future-Perf-ect. 


MODE. 

I am writing 
I was writing 
I shall be writing 
I have been writing 
I had been writing 
I shall have been writing 


SUBJUNCTIVE MODE. 


Present. 

Past. 

Present-Perfect. 

Past-Perfect. 

POTENTIAL 

Present. 

Past. 

Present-Perfect. 

Past-Perfect. 


If I be writing 
If I were writing 
If I have been writing 
If I had been writing 

MODE. 

I may be writing 
I might be writing 
I may have been writing 
I might have been writing 


IMPERATIVE MODE. 

Present. Be (you) writing 

INFINITIV ES. PARTICIPLES. 

Present. To be writing 

Present-Perfect. To have been writing Having been writing 




— 149 — 


STUDY OF A POEM. 

Study the following selection: — 


THE SONG OF THE BROOK. 

A little brook went surging 
O’er golden sands along, 

And as I listened to it, 

It whispered in its song: — 

“ Beneath the sturdy mountain,” 

I thought I heard it say, 

‘ ‘ My crystal waters started 
Upon their winding way. 


‘ ‘ I fondly hoped that flowers 
Would bloom upon each side, 
And sunshine always cheer me 
Wherever I might glide. 
Through grassy meadows flowing, 
With birds on every tree, 

I hoped that each hour passing 
Would pleasure bring to me. 


“But hopes once bright have perished; 
But rarely have I seen 
The lovely birds and flowers, 

The meadows soft and green. 
Through barren heaths and lonely 
My way has often led, 

Where golden sunshine never 
Has cheered my gloomy bed, 


- 150 - 


STUDY OF A POEM. 

“ O’er rocks I ve hacl to journey ; 

O’er precipices steep 
I onward have been driven 
To make a fearful leap. 

The winds have sighed around me, 

The clouds in darkness hung, 

And sadness has been mingled 
With music I have sung. 

“But still, wherever running, 

My life has not been vain ; 

I've helped to grow the forests 
That clothe the fertile plain. 

The forests build the cities, 

And ships that sail the sea ; 

And the mighty forests gather 
Their nourishment from me. 

< 1 So onward, onward ever, 

With singing I will go, 

However dark and dreary 

The scenes through which I flow. 

A higher law than pleasure 
Should guide me in my way ; 

Thus ’mid the rocks and forests 
Comes music every day.” 

— Anon. 

Point out all regular verbs, and all irregular verbs, 
and give the principal parts of each. 

Tell the voice, mode, tense, person, and number of 
each finite verb. Point out all transitive verbs. 


— 151 — 


EMPHATIC FORMS. 
Learn the following tables:— 


INDICATIVE MODE. 


PRESENT TENSE. 


Singular. 

1. I do study 

2. You do study 

3. He does study 


Plural. 

We do study 
You do study 
They do study 


PAST TENSE. 


Singular. 

1. I did study 

2. You did study 

3. He did study 


Plural. 

We did study 
You did study 
They did study 


SUBJUNCTIVE MODE. 


PRESENT TENSE. 


Singular. 

1. If I do study 

2. If you do study 

3. If he do study 


Plural. 

If we do study 
If you do study 
If they do study 


IMPERATIVE MODE. 


Singular. 

2. Do study 


Plural. 

Do study 


Notice that the emphatic forms are made by combin¬ 
ing the present or past of to do with the present infinitive 
of a principal verb. 


— 152 - 


EXERCISE. 

Write the following sentences from dictation:— 

1. No fairies in the Mayflower came. — Lowell. 

2. Bright mosses crept over the spotted trunks.— Bryant. 

3. Swelling clusters bend the curling vines.— Pope. 

4. My duty lies before me. — Holmes. 

5. Though the ocean roar around me, 

Yet it still shall bear me on.— Byron. 

6. The castle gates were open flung. — Scott. 

7. I do not like your faults.— Shakespeare. 

8. Have I not had to wrestle with my lot ?— Byron. 

9. The minstrel gazed with wishful eye.— Scott. 

10. The bigots of the iron time 

Had called his harmless art a crime.— Scott. 

11. The happiness of man lies in pursuing, 

not in possessing.— Longfellow. 

12. Learn to make others happy.— Shelley. 

13. The lambs upon the lea shall bound.— Scott. 

14. Our duty is to save.— Holmes. 

15. Tyrant and slave are swept away.— Byron. 

16. Summer dew is falling fast.— Scott. 

17. Repine not at thy lot.— Byron. 

18. The sovereign people ought to demand justice.— Southey. 

19. A heavier task could not have been imposed.— Shake¬ 

speare. 

20. To-day the vessel shall be launched.— Longfellow. 

21. Truth crushed to earth shall rise again.— Bryant. 

V . ; 

Point out all finite verbs and verb-phrases, and tell 
the voice, mode, tense, person, and number of each. 
Point out all infinitives and participles, and tell the voice 
and tense of each. 


— 153 — 


CONTRACTIONS. 

Learn the following table :— 


I’m 

I am 

we’re 

we are 

you’re 

you are 

he’s 

he is 

she’s 

she is 

it’s 

it is 

’tis 

it is 

the} r ’re 

they are 

where’s 

where is 

there’s 

there is 

here’s 

here is 

’twas 

it was 

I’ll 

I will 

we’ll 

we will 

you’ll 

you will 

he’ll 

he will 

she’ll 

she will 

’twill 

it will 

they’ll 

they will 

where’ll 

where will 

here’ll 

here will 

there’ll 

there will 


I’ve 

I have 

we’ve 

we have 

you’ve 

you have 

he’s 

he has 

she’s 

she has 

they’ve 

they have 

where’s 

where has 

there’s 

there has 

here’s 

here has 

I’d 

I had 

we’d 

we had 

you’d 

you had 

he’d 

he had 

she’d 

she had 

they’d 

they had 

where’d 

where had 

here’d 

here had 

there’d 

there had 

I’d 

I would 

we’d 

we would 

you’d 

you would 

he’d 

he would 


Notice that with certain forms of to be and to have, 
and with will and would, pronouns and some adverbs are 
often contracted. 

Can you think of any other contractions similar to 
these ? 

Write ten sentences, using contractions. 




— 154 — 


SIT AND SET. 

Give the principal parts of sit — of set. 

Copy the following sentences: — 

1. The children are sitting on the grass. 

2. The girl is setting the table. 

3. The speckled hen is sitting. 

4. Sitting hens are usually cross. 

5. The current sets toward the shore. 

6. The old man sat all day by the fireside. 

7. The sun has set already. 

Notice the difference in meaning and use between sit 
and set . Mistakes are often made in the use of these 
verbs, the one being used for the other. 

Notice that set is usually transitive and causative , 
meaning to cause to sit , while sit is usually intransitive. 
Write sentences, using forms of sit. 

Write sentences, using forms of set. 


Copy the following sentences, filling each blank with 
the right word: — 

1. The sun-an hour ago. 

2. The weary traveler-by the wayside. 

3. Charles has been-a trap. 

4. Have you-the clock ? 

5. A robin-on the topmost bough. 

6. James-thinking a long time. 

7. The boy-down awkwardly. 

8. The porter-the box on its end. 











— 155 — 


LIE AND LAY. 

Give the principal parts of lie, to recline — of lay. 
Copy the following sentences: — 

1. The rain has laid the dust. 

2. John laid his books on the grass. 

3. They lay there all night. 

4. I have lain awake two hours. 

5. Have you been lying down? 

6. Old Rover lies all day before the fire. 

7. Your slate is lying on the table. 

8. The workmen are laying down their tools. 

9. The ship lay at anchor. 

Notice the difference in meaning and use between lie 
and lay, and do not use one for the other. 

Notice that lay is usually transitive and causative, 
meaning to cause to lie, while lie is usually intransitive. 


Write the full conjugation of lie, ordinary form. 

Write the full conjugation of lie, progressive form. 
Write the full conjugation of lay, active voice. 

Write the full conjugation of lay, passive voice. 

Copy the following sentences, filling each blank with 
the right word: — 

1. Oscar was-on the sofa. 

2. The man-down his load. 

3. William-awake thinking about the picnic. 

4. Carlo, -down. 

5. Why do you 


there doing nothing? 








— 156 — 


rise and raise. 

Give the principal parts of rise — of raise . 

Copy the following sentences: — 

1. The wind is rising. 

2. The sun rises in the east. 

3. The gentleman rose from his seat. 

4. Has the price of corn risen? 

5. The failure of crops will raise the price of corn. 

6. The sick boy raised himself up on his elbow. 

7. The wind is raising the dust. 

8. The farmers raised a good crop this year. 

Notice the difference between rise and raise, and do 
not use one for the other. 

Raise is usually transitive and causative, meaning to 
cause to rise, while rise is intransitive. 


Write a synopsis of the conjugation of rise, using the 
first person. 

Write a synopsis of the conjugation of raise in both 
voices, using the third person. 

Copy the following sentences, filling each blank with 
the right word. 

1. Vapor constantly-from the sea. 

2. The firemen-a long ladder. 

3. John --himself from his pillow. 

4. A flock of geese-from among the reeds. 

5. The wind-as the sun set. 

6. The river has been since morning. 





— 157 — 


PREPOSITIONS. 

Copy the following sentences: — 

1. The door of the house is open. 

2. The garden before the house is full of beautiful flowers. 

3. The road winds around the hill. 

4. The hunter has no dog with him. 

Which word shows the relation of house to door? — of 
house to garden? — of flowers to full? — of kill and 
winds? — of him and has? 

What kind of word is house? — flowers—hill — him? 

We often use a word merely to show the relation of a 
following noun or pronoun to some other word— noun, 
pronoun , adjective, verb, or adverb. 

" A word used as a mere relation-word is called a prep¬ 
osition. 

The noun or the pronoun following a preposition is 
called the object of the preposition. 

The object of a preposition is in the objective case. 


Point out all prepositions in the following sentences, 
and tell the two words between which each shows the 
relation :— 

1. Beyond the forest lies a level plain. 

2. A little brook winds through the meadow. 

3. Joseph can throw a pebble across this river. 

4. We found the knife under the tree. 

5. The slate fell from the desk to the floor. 

6. The road runs past my father’s farm. 



—158 — 


PREPOSITION S. 

Study the following list of prepositions: — 


aboard 

between 

regarding 

about 

betwixt 

respecting 

above 

beyond 

round 

across 

but (-except) 

save (-except) 

after 

by 

since 

against 

concerning 

through 

along 

down 

throughout 

amid 

during 

till 

amidst 

ere 

to 

among 

except 

toward 

amongst 

excepting 

towards 

around 

for 

under 

at 

from 

underneath 

athwart 

in 

until 

before 

into 

unto 

behind 

of 

up 

below 

off 

upon 

beneath 

on 

with 

beside 

over 

within 

besides 

past 

without 


Write sentences, using each of the following words as 
the object of a preposition. 


boat 

mountain 

me 

horse 

pen 

river 

valleys 

us 

sleigh 

ink 

brook 

village 

him 

desk 

road 

field 

country 

her 

table 

street 

pond 

ocean 

them 

ruler 

house 



- 159 - 



STUDY OF A POEM. 


Tell what yon can see in this picture. 

Study the following stanzas: — 

How dear to this heart are the scenes of my childhood, 
When fond recollection presents them to view! 

The orchard, the meadow, the deep tangled wildwood, 
And every loved spot which my infancy knew; 

The wide-spreading pond, and the mill which stood by it, 
The bridge, and the rock where the cataract fell; 

The cot of my father, the.dairy-house nigh it, 

And e’en the rude bucket which hung in the well,— 
The old oaken bucket, the iron-bound bucket, 

The moss-covered bucket, which hung in the well! 






160 - 


STUDY OF A POEM. 

That moss-covered vessel I hailed as a treasure; 

For often at noon, when returned from the field, 

I found it the source of an exquisite pleasure, 

The purest and sweetest that Nature can yield. 

How ardent I seized it with hands that were glowing, 

And quick to the white-pebbled bottom it fell; 

Then soon, with the emblem of truth overflowing, 

And dripping with coolness, it rose from the well; — 
The old oaken bucket, the iron-bound bucket, 

The moss-covered bucket, arose from the well. 

How sweet from the green, mossy brim to receive it, 

As, poised on the curb, it inclined to my lips! 

Not a full blushing goblet could tempt me to leave it, 
Though filled with the nectar that Jupiter sips. 

And now, far removed from the loved situation, 

The tear of regret will intrusively swell, 

As fancy reverts to my father’s plantation, 

And sighs for the bucket which hangs in the well; — 
The old oaken bucket, the iron-bound bucket, 

The moss-covered bucket, which hangs in the well. 

(The Old Oaken Bucket.) — Samuel Woodworth. 

Point out all finite verbs, and tell the voice,. mode, 
tense, person, and number of each. 

Point out all infinitives used in verb-phrases. 

Point out all infinitives used with to, and tell the 
voice and tense of each. Point out all participles. 

Point out all the prepositions, and tell between 
which words each shows the relation. 

What is meant by cot f — nectar f — Jupiter f — blush¬ 
ing goblet f —poised f 


— 161 — 


PREPOSITIONAL PHRASES. 

Study the following sentences : — 

1. The tree by the front gate is an elm. 

2. The garden is full of weeds. 

3. The boat will start in an hour. 

Which group of words is used to show what tree is 
meant ? Of what does this group consist ? 

Which group of words is used to modify the meaning 
of full, by showing with what the garden is filled? Of 
what does this group consist ? 

Which group of words is used to show when the boat 
will start ? Of what does this group consist ? 

Notice that the group of words formed by a preposi¬ 
tion and its object is called a pi'epositionalphrase. 

If the object of the preposition is modified, this modi¬ 
fier forms part of the phrase. 

P x *—The tree is loaded with ripe apples. 

Write sentences containing prepositional phrases. 

Point out all prepositional phrases in the following 
sentences, and tell of what each consists . — 

1. The books on this shelf are quite new. 

2. A boy has thrown a stone through the window. 

3. The cat ran up the tree after the bird. 

4. We floated down the river on a raft. 

5. The carriage stopped before the gate. 

6. The roof of the house was blown into tho 

pond on the edge of the forest. 

7. This letter was written in great haste. 


— 162 - 


USES OF PREPOSITIONAL PHRASES. 

Study the following sentences : — 

1. The top of the hill was covered with trees. 

2. This ditch is quite full of water. 

3. Can you write with this pen ? 

What prepositional phrase is used to modify the 
meaning of top? — of covered ? — of full? —of write ? 

What kind of word is top? — covered? —full? — 
write ? 

Notice that prepositional phrases are used as modi¬ 
fiers. 

A phrase used to modify a noun is called an adjective 
phrase . 

A phrase used to modify a verb , an adjective , or an 
adverb , is called an adverbial phrase . 

Write five sentences containing adjective prepositional 
phrases. 

Write five sentences containing adverbial prepositional 
phrases. 

Point out all prepositional phrases in the following 
sentences, and tell what each modifies : 

1. The boy ran past at full speed. 

2. The windows on this side of the house 

were broken by the hail. 

3. All the corn in this field was killed by frost. 

4. Are you afraid of lightning ? 

5. The enterprise was full of danger. 

6. It has rained every day since Friday. 

7. It will clear off during the night. 


— 163 ^ 


INDIRECT OBJECT. 

Copy the following sentences : — 

I 

1. Robert gave his brother a gold watch. 

2. Henry bought his sister a new wheel. 

3. Who gave you that beautiful rose ? 

4. William is making me a sled. 

Point out all nouns used as object complements. 

Wliat noun is used before the direct object in the first 
sentence to show to whom the watch was given ? 

What noun is used before the direct object in the 
second sentence to show^/or whom the wheel was bought ? 

What jpronoun is used before the direct object in the 
third sentence to show to whom the rose was given ? 

What pronoun is used before the direct object in the 
last sentence to show for whom the sled is being made? 

Notice that a noun or a pronoun is often used to de¬ 
note the object indirectly affected by an action. A noun 
or a pronoun used in this way is called an indirect object. 

The indirect object is equivalent to a prepositional 
phrase with to or for. 

The indirect object is always used in connection with 
a direct object, which it precedes. 

If the indirect object follows the direct object, the 
preposition must be expressed. 

Ex.— John gave his marbles to his brother. 

A noun or a pronoun used as an indirect object is in 
the objective case. 

Write five sentences containing indirect objects. 


164 — 


EXEECISE. 

Point out all indirect objects in the following sen¬ 
tences : — 

1. Will you do me a favor ? 

2. Please tell us a story. 

3. The teacher gave Richard some good advice. 

4. The boys wished their cousin great success. 

5. The children bade their mother good-night. 

6. My lessons leave me little time to play. 

7. They granted Thomas a short leave of absence. 

8. I offered him my new watch for his wheel. 

9. John’s brother is building him a boat. 

10. Will you show us your garden ? 


Point out all indirect objects in the following senten¬ 
ces, and change each to a prepositional phrase: — 


1 . 

2 . 

3. 

4. 

5. 

6 . 


8 . 

9. 

10 . 

11 . 

12 . 

13. 


Will you lend me your pony ? 

Herbert loaned John his new sled. 

The tailor is making William a new coat. 

Did the postman bring me any letters ? 

Mr. Brown left you this note. 

Robert offered Alice his share of the candy. 

Clara brought her mother a fine bouquet of wild 
flowers. 

Mrs. Wallace sent the teacher a note of invitation. 
Did you sell James your boat? 

George bought his sister a new hat. 

I will not lend you a penny. 

The boys told their father the whole story. 

Hail often does the growing crops much harm. 


— 165 


APPOSITION. 

Copy the following sentences : — 

1. Julia, my oldest sister, is a teacher. 

2. My brother George is a clerk. 

3. Milton, the author of Paradise Lost, was blind. 

4. Columbus, the great discoverer, was unjustly treated by 

his enemies. 

5. General Washington captured Lord Cornwallis and his 

army. 

In the first sentence, what noun is used to explain 
Julia by showing wliat Julia is meant? 

In the second sentence, what noun is used to explain 
George by showing what George is meant ? 

What noun is used in the third sentence to show what 
Milton is meant ? — in the fourth sentence to show what 
Columbus is meant ? — in the last sentence to show what 
Washington is meant ?' — to show what Cornwallis is 
meant ? 

Notice that a noun is often used to modify another 
noun by showing more plainly who or what is meant. 
Such a noun is said to be in apposition with the noun 
which it modifies, and is called an appositive . 

An appositive noun is always in the same case as the 
noun which it modifies. 

Tell the case of each appositive noun in the fol¬ 
lowing : — 

1. Hope, the star of life, never sets. 

2. Ho you know Mr. Brown, the baker ? 

3. My father has bought Mr. Hale’s, the tailor’s shop. 





—167 — 


STUDY OF A POEM. 

Tell what you can see in this picture. 

Study the following selection:_ 

KITTIE TO KRISS. 

Jolly old Kriss, what a fellow you are ! 

Riding all over the world in the air; 

Sliding down chimneys through ashes and smoke;— 
Fur-covered Kriss, you’re a regular joke. 


How do you manage to carry such loads? 

How do you manage to keep the right roads? 
How do you know all the good girls and boys? 
Why don’t we wake with your clatter and noise? 


How can you guess what we would all like best? 
How can you please all the birds in the nest? 

Kriss, don’t you ever get mixed on the toys, 

And fill the girls’ stockings with playthings for boys 


Oh, what a hurry you have to be in 
As soon as your labors of Christmas begin! 
What do you do all the rest of the year? 
Sleeping, I s pose, with your little reindeer. 


And I’d like to know, Kriss, whether you look 
Jolly and fat, like the one in the book; 

I’d keep wide awake, but I know that you stay, 
When children are watching, quite out of the way. 


— 168 - 


STUDY OF A POEM. 

Kriss, when to-night you come with a whirl, 

Don’t forget Bessie, the washwoman’s girl; 

Bring something pretty, for last year, you know, 

That was a chimney where Kriss didn’t go. 

How does it happen you like the rich best, 

Giving them much, and forgetting the rest? 

Kriss, that’s all wrong, and it isn’t the way; 

All should be equal on Santa Claus’ day. 

Kriss, good old Kriss, I’m afraid you’ll be mad. 

I was just joking; don’t put me down bad. 

If the chimney at Bessie’s is crooked or small, 

Never mind going to Bessie’s at all. 

Bring up her playthings and put them with mine, 

Tied with a separate paper and twine. 

As soon as it’s day poor Bessie I’ll see, 

And give her the package you leave here with me. 

— Anon. 

Point out all prepositional phrases, and tell what each 
modifies. Which are adjective phrases? — adverbial 
phrases? 

Point out all indirect objects —all direct objects. 
Point out all nouns and all pronouns in the nomina¬ 
tive case — in the possessive case. 

Point out all contractions, and write the full expres¬ 
sion for each. 

Point out all nouns used independently by address. 
Point out all attribute complements. 

Give the principal parts of each verb. 


•— 109 —* 


PARTICIPIAL PHRASES. 

Study the following sentences:— 

1. Musing upon many things, 

I sought the woodland wide.— Longfellow. 

2. A woman sat in unwomanly rags, 

Plying her needle and thread.— Hood. 

3. I heard the sound of little feet pattering outside of 

the door. — Irving . 

What participle do you find in the first sentence? 
What word does it modify ? By what phrase is this par¬ 
ticiple modified ? 

What participle do you find in the second sentence ? 
What word does it modify ? What is used as object com¬ 
plement to complete its meaning ? Is this complement 
simple or compound ? 

What participle do you find in the last sentence? 
What does it modify ? By what is it modified? 

Notice that the group of words formed by a participle 
and its modifiers or complements is called a participial 
phrase. 

Point out all participial phrases in the following sen¬ 
tences, and tell what each modifies:— 

1. Up to the clouds the lark has sprung, 

Still trilling as he flies. — Holmes. 

2. The Palmer showing forth the way, 

They journeyed all the morning day. — Scott. 

3. I heard the ripple washing in the reeds. — Tennyson. 

4. Shall we not heed the lesson taught of old?_ Lowell. 

5. Truth crushed to earth shall rise again._ Bryant. 


—170 — 


INFINITIVE PHRASES. 

Study the following sentences:— 

1. I believed the man to be honest. 

2. The traveler saw the wild deer drink. — Bryant. 

3. We knew it to be them. 

4. I judged him to be a Frenchman. 

What is the direct object of lelieved?—saw ?—knew ? 

_ judged ? Of what does each of these objects consist ? 

Notice that the object complement of believed is not 
simply the noun man, but the whole phrase the man to be 
honest. In this expression, man is called the subject of 
the infinitive to be, and the whole is called an infinitive 
phrase. 

The subject of an infinitive is in the objective case. 
The infinitive of a copulative may take an attribute 
complement. 

Ex.—I judged liim to be a Frenchman. I knew him 
to be honest. 

A noun or pronoun used as attribute complement after 
an infinitive witli subject, is in the objective case, like 
the subject. 

Ex.— I knew it to be him. 

Point out all infinitive phrases in the following sen¬ 
tences, and tell how each is composed:— 

1 Thou shalt make mighty engines swim the sea.— Bryant. 

2. I see the living tide roll on.— Holmes. 

3. She bade the gash be cleansed and bound.— Scott. 

4. We profess ourselves to be the slaves of chance. Shake¬ 

speare. 


I 


— 171 — 


CONJUNCTIONS. 

Study the following sentences: — 

1. The robin and the wren are flown. — Bryant. 

2. The flowers and the blossoms wither.— Longfellow. 

3. The clanging sea-fowl came and went._ Whittier. 

4. The stream was lively but not loud. — Scott. 

5. Stay not thou for food or sleep.— Scott. 

Divide each of these sentences into subject and pred¬ 
icate. 

How many nouns do you find in the first subject? 

What word is used to connect robin and wren f 

How many nouns do you find in the second subject. 

What word is used to connect flowers and blossoms? 

How many finite verbs do you find in the third sen¬ 
tence? By what word are they connected? 

How many predicate adjectives do you find in the 
fourth sentence? By what word are they connected? 

What is the object of the preposition for in the last 
sentence? By what word Are food and sleep connected? 

Notice that we often use a word to connect two other 
words, or two groups of words. Such a word is called a 
conjunction. 

Conjunctions that connect words or groups of words 
of the same rank are called co-ordinate conjunctions. 

The principal co-ordinate conjunctions are and , but , 
or , and nor. 


Write sentences containing co-ordinate conjunctions. 



—172 — 


COMPOUND ELEMENTS. 

Copy the following sentences: — 

1. No other voice nor sound was there. — Longfellow. 

2. Autumn came and went.— Bryant. 

What is the complete subject of the first sentence? 
What two nouns do you find in this subject? %Are both 
these nouns used in the same way ? By what are they 
connected ? 

Notice that a subject consisting of two or more co-or¬ 
dinate parts is called a compound subject. 

What is the complete predicate of the second sen¬ 
tence? Of how many co-ordinate verbs does it consist? 
How are they connected ? 

Notice that a predicate consisting of two or more 
co-ordinate parts is called a compound predicate. 

A word or a group of words having a particular use 
in a sentence is called an element. 

The chief elements of sentences are of five kinds — 
subject, predicate, adjective element, adverbial element, 
and objective element. 

Any one of the chief elements of a sentence may be 
made compound by joining two or more co-ordinate 
elements, that is, elements that have the same use in the 
sentence. 

Point out all compound elements in the following sen¬ 
tences:— 

1. The minstrel was infirm and old.— Scott. 

2. He was full of joke and jest.— Tennyson. 

3. Keen, fitful gusts are whispering here and there 

Among the bushes half-leafless and dry.— Keats. 



— 173 — 


SIMPLE SENTENCES. 

Study the following sentences: — 

1. Expression is the dress of thought. — Pope. 

2. Procrastination is the thief of time.— Young. 

3. Strong reasons make strong actions. — Shakespeare. 

4. The sports of children satisfy the child. — Goldsmith. 

Tell what is meant by expression — by procrastina¬ 
tion. Can you explain the meaning of each of these sen¬ 
tences ? 

What is the subject of the first sentence?—of the sec¬ 
ond ? — of the third ? — of the fourth ? 

Point out the predicate of each sentence. 

Do you find more than one subject, or more than one 
predicate in any sentence? 

Notice that the union of a single subject and a single 
predicate is called a proposition. 

A sentence may consist of one proposition, or of more 
than one. 

If a sentence consists of a single proposition, we call 
it a simple sentence. 

Any one of the chief elements of a simple sentence 
may be made compound without changing the character of 
the sentence. 


Write five simple sentences. 

Tell the kind of each of the following sentences:_ 

1. None reach expertness without years of toil._ Byron. 

2. Into each life some rain must fall. — Longfellow. 

3. Who taught the nations of the field and wood 

To shun their poison and to choose their food?_ Pope. 



—174 — 


COMPOUND SENTENCES. 

Study the following sentences: — 

1. Art is long and time is fleeting.— Longfellow. 

2. Charms strike the sight, but merit wins the soul.— Pope. 

3. Slow are the steps of Freedom, but her feet 
Turn never backward. — Lowell. 

Explain the meaning of each of these sentences. 

Of how many propositions does each sentence con¬ 
sist? By what are the propositions connected in each 
sentence ? 

Are the propositions in each sentence co-ordinate ? Is 
either proposition dependent in any way upon the other? 

Notice that a sentence may consist of two or more 
co-ordinate, independent propositions connected by co¬ 
ordinate conjunctions, expressed or understood. 

A sentence consisting of co-ordinate propositions is 
called a compound sentence. 

The co-ordinate propositions that form a compound 
sentence are called members. 


Point out each member in the following sentences, and 
supply all omitted conjunctions: — 

1. Nail to the mast her holy flag; 

Set every threadbare sail; 

And give her to the god of storms, 

The lightning and the gale. — Holmes. 

2. Clouds burst, skies flash. — Byron. 

3. The world is happy, the world is wide.— Lowell. 

4. Obey, and be attentive.— Shakespeare. 



— 175 - 


COMPLEX SENTENCES 

Study the following sentences: — 

1. When the second morning shone, 

We looked upon a world unknown.— Whittier. 

2. The rain is falling where they lie. —Bryant. 

3. A half-starved dog that looked like a wolf was skulking 

about the house. — Irving. 

4. Speak clearly if you speak at all_ Holmes. 

How many propositions do you find in each of these 
sentences ? Which proposition in each sentence depends 
on the other, and modifies the meaning of the other? 

Notice that a sentence containing a dependent prop¬ 
osition is called a complex sentence. 

The propositions that form a complex sentence are 
called clauses. 

The principal, or independent, proposition is called 
the principal clause. 

A dependent proposition is called a subordinate clause. 

A conjunction used to join a subordinate clause to a 
principal clause, is called a subordinate conjunction. 

^ x *—Although, if, tnat, lest, unless, than. 

An adverb used to join a subordinate clause to a prin¬ 
cipal clause, is called a conjunctive adverb. 

Ex.—When, where, after, before. 

A pronoun used to join a subordinate clause to a prin¬ 
cipal clause, is called a conjunctive pronoun. 

Ex. Who, which, that, what, whoever, whichever. 


— 176 — 


RELATIVE PRONOUNS. 


Study the following sentences: — 

1. Hail to the chief who in triumph advances! — Scott. 

2. My ramble soon led me to the church, which stood a 

little distance from the village. — Irving. 

3. Be grateful for the gifts that you possess. — Cooper. 

Point out all clauses. What is the subject of the 
subordinate clause in the first sentence* Is this word a 
noun, or a pronoun* To what preceding word does it 
relate ? 

What is the subject of the subordinate clause in the 
second sentence* To what preceding word does it re- 
late? 

What is the direct object of possess in the third sen¬ 
tence? To what word does it relate? 

Notice that a pronoun relating to some preceding word 
is often used to join a modifying clause to the word to 
which it relates. 

Such a pronoun is called a relative pronoun. 

The principal relative pronouns are who, which, what, 
and that. 

The word to which a relative pronoun relates is called 


the antecedent. 

A relative pronoun must agree with its antecedent in 
person, number, and gender. Its case depends on its 
relation in the clause to which it belongs. 


The relative pronouns are 


declined as follows: 


Case. Sing. 
Nom. who 
Poss. whose 
Qbj. whom 


Plu. 

who 

whose 

whom 


Sing. 

which 

whose 

which 


Plu. 

which 

whose 

which 


Sing. Plu. 

that that 

whose whose 

that that 




- 177 - 


NOUN CLAUSES. 

Study the following sentences: — 

1. His pallid cheek and brow confessed 
That grief was busy in his breast.— Scott. 

2. What now is bud will soon be leaf.— Longfellou ?. 

3. Away the airy wanderer flew 

To where the fields with blossoms teem.— Bryant. 

What is the direct object of confessed? 

What is the subject of will soon be leaf? 

What is the object of the preposition to? 

Notice that a subordinate clause is often used in place 
of a noun. 

Such a clause is called a noun clause . 

A noun clause may be used as subject , as attribute 
complement, as object complement , or as an appositive. 

Ex. — Whatever is, is right.— Pope. 

My only fear was that I might be too late. 

The king shall know what suitor waits .— Scott. 

Its banners bear the single line, 

“Our duty is to save.” — Holmes. 


Write five sentences containing noun clauses. 

Point out all noun clauses in the following sentences, 
and tell how each is used: — 

1. Hear how the birds on every blooming spray 
With joyous music wake the dawning day.— Pope. 

2. Write it on your heart that every day is the best day of 

the year.— Emerson. 

3. Who pants for glory finds but short repose.— Pope. 

12 



— 178 — 


ADJECTIVE CLAUSES. 

Study the following sentences:— 

1. Ill blows the wind that profits nobody.— Shakespeare. 

2. Full soon the few who fought were sped. — Scott .' 

3. The books which help you most, are those which make you 

think most.— Parker. 

4. ’Tis sweet to visit the still wood where springs 
The first flower of the plain.— Longfellow. 

Point out all subordinate clauses, and tell what each 
modifies. 

By what kind of word is each subordinate clause con¬ 
nected to the word modified ? 

Notice that a subordinate clause is often used to mod¬ 
ify a noun or a pronoun. 

Such a clause is called an adjective clause . 

An adjective clause is not frequently joined to the 
modified word by a relative pronoun. 

An adjective clause introduced by a relative pronoun 
is often called a relative clause. 

Write five sentences containing adjective clauses. 

Point out all adjective clauses in the following senten¬ 
ces, and tell what each modifies:— 

1. The man that you saw with me was my uncle. 

2. I will show you the place where I found these wild flowers. 

3. Do you know the reason why George was not at school yes¬ 

terday ? 

4. Who was the boy to whom you gave the book ? 

5. Alice James, who took the first prize in her class, is a very 

studious girl. 


—179 — 


ADVERBIAL CLAUSES. 

Study the following sentences:— 

1. It began to snow before we reached home. 

2. We waited until the train had passed. 

3. James is taller than Henry (is.) 

4. If you will wait for me, I will go with you. 

5. The horses ran away as we were going down a steep hill. 

Point out all subordinate clauses, and tell what each 
modifies. 

By what kind of word is each subordinate clause 
joined to the word which it modifies? 

A clause used to modify a verb, an adjective, or an 
adverb, is called an adverbial clause. 

An adverbial clause is introduced by a subordinate 
conjunction or by a conjunctive adverb. 

Write five sentences containing adverbial clauses. 
Point out all adverbial clauses in the following sen¬ 
tences, and tell what each modifies:— 

1. The young girl mused beside the well 

Till the rain on the unraked clover fell.— Whittier. 

2. My eyes make pictures when they’re shut.— Coleridge. 

3. I stood on the bridge at midnight 

As the clocks were striking the hour.— Longfellow. 

4. ’Tis just as well to think before you write. — Byron. 

5. The hull drives on though mast and sail be torn.— Byron. 

6. Fools rush in where angels fear to tread. — Pope. 

7. While stands the Coliseum, Rome shall stand. — Byron. 

8. Weep not that the world changes. — Bryant. 

9. Bring me a tablet writer with a star. — Keats. 


180- 


EXERCISE. 

Classify the following sentences, point out the mem¬ 
bers in each compound sentence, and point out all clauses 
in complex sentences and tell how each is used:— 

1. Work while you work.— Stodart. 

2. The boy stood on the burning deck, 

Whence all but him had fled.— Hemans. 

3. The dew was falling fast, the stars began to blink.— Words¬ 

worth. 

4. He called his child; no voice replied.— Spencer. 

5. How pleasant the life of a bird must be!— Mary Ilowitt. 

6. Pretty robin, do not go, 

For I love to have you near.— Susan Jewett. 

7. I know the song that the blue-bird is singing 

Out in the apple-tree where he is swinging.— Miller. 

8. A nightingale made a mistake; 

She sang a few notes out of tune; 

Her heart was ready to break, 

And she hid from the moon. — Jean Ingelow. 

9. “Will you walk into my parlor?” 

Said the spider to the fly .—Mary Howitt. 

10. When April still was young, 

And full of her tricks and wiles, 

Sometimes frowning and sad, 

Again all grace and smiles, 

One day young April said, 

“ I will feign that I am dead.”— R. P. Utter. 

11. As I sit and watch at the window-pane 

The light in the sunset skies, 

The pictures rise in my heart and brain 
As stars in heaven rise.— Alice Cary. 


—181 — 


INTERJECTION S. 

Copy the following sentences:— 

1. Ha! how the murmur deepens!— Bryant. 

2. Oh, what a tangled web we weave 
When first we practice to deceive!— Scott. 

3. What! is Antonio here?— Shakespeare. 

4. Many, alas! had fallen in battle.— Hawthorne. 

5. Sail forth into the sea, O Ship!— Longfellow. 

6. Ah! what is that flame which now bursts on his eye?— Will¬ 

iam Dimond. 

7. Hurrah! hurrab! for the ice and snow! — Susan Jewett. 

8. Hark! the merry, pealing bells 

Steal upon the rising breeze. — Mrs. Hawtry. 


What word is used in each sentence to express emo¬ 
tion, or feeling? 

By what mark is each of these words followed? 

Notice that certain words are often used merely to ex¬ 
press emotion. 

Such words are called interjectons, and have no gram¬ 
matical connection with other words in a sentence. 

Most interjections require an exclamation point after 
them. 

The interjection O should always be written with a 
capital. It is sometimes used for oh, and sometimes 
merely as a sign of address. As a sign of address it takes 
no mark after it. 

Oh is usually followed by a comma. 

Write five sentences containing interjections. 


— 184 - 


STUDY OF A POEM. 

The horses are rearing 
And snorting with fear, 

And over the prairie 
Come flying the deer, 

With hot, smoking haunches, 

And eyes rolling back, 

As if the fierce hunter 
Were hard on their track. 

The mother clasps closer 
The babe on her arm, 

While the children cling to her 
In wildest alarm; 

And the father speaks low, 

As the red light mounts higher 
“We are lost! we are lost! 

’Tis the prairie on fire!” 

The boys, terror-stricken, 

Stand still, all but one; 

He has seen in a moment 
The thing to be done. 

He has lighted the grass, 

The quick flames leap in air, 
And the pathway before them 
Lies blackened and bare. 

How the fire-fiend behind 
Rushes on in his power! 

But nothing is left 

For his wrath to devour. 

On the scarred, smoking earth 


^ 185 - 


STUDY OF A POEM. 

They stand safe, every one, 

While the flames in the distance 
Sweep harmlessly on. 

Then reverently under 
The wide sky they kneel, 

With spirits too thankful 
To speak what they feel; 

But the father in silence 
Is blessing his boy, 

While the mother and children 
Are weeping for joy. 

— Phctbe Cary. 

Point out all nouns, and tell the number, person, 
gender, and case of each. 

Point out all personal, interrogative, and relative pro¬ 
nouns, and tell the number, gender, person, and case of 
each. 

Point out all adjectives, and tell what each modifies. 

Compare each adjective that admits of comparison. 

Point out all finite verbs, and tell the voice, mode, 
tense, person, and number of each. 

Point out all verb-phrases. Point out all infinitives 
not used in verb-phrases, and tell how each is used. 
Point out all participles, and tell how each is used. 

Point out and classify all adverbs, and tell what each 
modifies. 

Point out all prepositions. Point out all prepositional 
phrases, and tell how each is used. 

Point out all conjunctions, and tell what each connects. 

Point out all clauses, and tell how each is used. 


.— 186 - 


SYNOPSIS OF GRAMMAR. 

Words are divided into eight classes called parts of 

speech. 

1. A noun is a word used as the name of an object. 

Ex.— Henry, Alice, Chicago; tree, house, book, pen. 

2. A pronoun is a word used instead of a noun. 

Ex.— I, you, he ; who, which, what, that. 

3. An adjective is a word used to modify a noun or a 
pronoun. 

Ex.—Good, large, tall; the, this, one, first; English. 

4. A verb is a word used to express the idea of action, 
being, or condition. 

Ex. — Run, see, row, swim, be, become, stand, lie. 

5. An adwei'b is a word used to modify a verb, an ad¬ 
jective, or another adverb. 

Ex.—Swiftly, fast, well, now, here, very, not. 

6. A preposition is a word used to show the relation 
of a noun or a pronoun, called its object, to some other 
word. 

Ex.— By, in, with, on, under, over ; of, for, to. 

7. _A conjunction is a word used to connect two 

words or two groups of words. 

Ex.—And, but, or, nor; if, though, that, unless. 

8. An interjection is a word used to express emotion. 

Ex.— Oh, ah, ha, alas, hurrah, fie, pshaw. 


Nouns are divided into two chief classes. 



—187 — 


SYNOPSIS OF GRAMMAR. 

1. K proper noun is the name of an individual object. 

Ex. William, Mary, Fido, Boston, Ohio. 

2. A common noun is the name of a whole class of 
objects. 

Ex.— Horse, dog, hill, river, boat. 

Pronouns are divided into three chief classes. 

1. A personal pronoun is one that shows by its form 
of what person it is. 

Ex.—I? you, he, she, it, they. 

2. An interrogative pronoun is one used in asking a 
question. 

Ex.— Who, which, what. 

3. A relative pronoun is one that joins an adjective 
clause to the word that the clause modifies. 

Ex.— Who, which, that. 


Adjectives are divided into three chief classes. 

1. A descriptive adjective is one used to describe, or 

qualify, an object. 

Ex.— Good, large, green, beautiful. 

2. A definitive adjective is one used to limit an object 
in regard to place, number, or other circumstance. 

Ex.— The, .a, this, that, some, any, two, tenth. 

3. A proper adjective is one derived from a proper 

noun. 

Ex.— American, French, Italian, German. 




—188 — 


SYNOPSIS OF GRAMMAR. 

Verbs are classified in various ways. 

1. A verb used to join an attribute complement to a 
subject is called a copxdative verb. 

Ex.— Be, become, grow, look, feel. 

2. A verb that requires a direct object to complete its 
meaning is called a transitive verb. 

Ex.— The sun warms the earth. 

3. A verb that does not require a direct object to com¬ 
plete its meaning is called an intransitive verb. 

Ex.— The boy ran swiftly. 

4. A verb that forms the past indicative and the past 
participle by adding d or ed to the form of the present 
infinitive is called a regular verb. 

Ex.—Love, loved, loved; turn, turned, turned. 

5. A verb that forms the past indicative and the past 
participle otherwise than by adding d or ed to the present 
infinitive, is called an irregular verb. 

Ex.— Be, was, been; go, went, gone. 

6. A verb that has both regular and irregular forms 
is called a redundant verb. 

Ex.— Shine, shone — shined, shone — shined. 

7. A verb that lacks some of the usual forms is called 
a defective verb. 

Ex.— Can, could, -; -, quoth, -. 

8. A verb that expresses the chief idea in a verb- 
phrase is called a principal verb. 

A verb used with a principal verb to form a verb- 
phrase is called an auxiliary verb. 

Ex.— I shall go. You must write. 





—189 — 


SYNOPSIS OF GRAMMAR 

There are four verb-forms. 

1. The finite verb is used to assert. 

Ex.— John studies . Birds fly. 

2. The infinitive is the form used with to. 

Ex.— To go, to learn, to see. 

3. The participle is a verb-form used as an adjective. 
Ex.— Going, gone; seeing, seen. 

4. The gerund is a verb-form used as a noun. 

Ex.— Reading, walking, seeing. 

Adverbs are divided into five classes. 

1. Adverbs of manner; as, well, rapidly. 

2. Adverbs of place; as, here, up, forward. 

3. Adverbs of time; as, now, soon, early. 

4. Adverbs of degree; as, too, very, quite. 

5. Modal adverbs; as, no, yes, not, perhaps. 

Conjunctions are divided into two classes. 

1. A co-ordinate conjunction is one used to connect 
elements of the same rank. 

Ex.— And, but, or, nor. 

2. A subordinate conjunction is one used to join a 
subordinate clause to an independent proposition. 

Ex.— Although, if, that, lest, unless. 


Nouns and pronouns have four grammatical proper¬ 
ties,— gender, person, number, and case. 

1. Gender is the property of a noun or pronoun which 
denotes sex. There are three genders. 



—190 — 


SYNOPSIS OF GRAMMAR. 

a. A noun or a pronoun used to denote a male is of 
the masculine gender. 

Ex. — Man, ox, king, count; he. 

b. A noun or a pronoun used to denote a female is of 
the feminine gender. 

Ex.— Woman, queen, countess, sister; she. 

c. A noun or a pronoun used to denote an object that 
has no sex is of the neuter gender. 

Ex.— Tree, nest, ax, hammer, book, pen; it. 

2. Person distinguishes the speaker , the person spoken 
to, and the person or the thing spoken of. 

a. A noun or a pronoun denoting the speaker is in 
the first person; as, I, we. 

b. A noun or a pronoun denoting the person spoken 
to is in the second person ; as, thou, you. 

c. A noun or a pronoun denoting the person or the 
thing spoken of, is in the third person; as, he, she, it, 
they. 

3. Number distinguishes one from more than one. 

a. A noun or a pronoun that denotes one object is in 
the singidar number; as, man, ox, 1. 

b. A noun or a pronoun that denotes more than one 
object is in the plural number; as, men, oxen, we. 

4. Case shows the relation of a noun or a pronoun 
to other words in the sentence. There are three cases 
— nominative, possessive, and objective. 

a. The nominative case denotes the relation of subject; 
as, The bird sang sweetly. 


191 - 


SYNOPSIS OF GRAMMAR. 

b. The possessive case denotes the relation of ownet'; 
as, Mr. Brown’s horse ran away. 

c. The objective case denotes the relation of object; 
as, Clara lost her purse. 

Adverbs and adjectives have one grammatical prop¬ 
erty,— degree. 

5. Degree shows the grades of quality in a comparison 
of objects. There are three degrees — positive, com¬ 
parative, and superlative. 

a. The positive degree denotes quality absolutely , that 
is, without comparison; as, wise, good, swift; wisely. 

b. The comparative degree denotes that one of two 
objects has a higher or lower degree of quality than the 
other; as, John is taller than I, but I can run faster 
than he. 

c. The superlative degree denotes that one of three or 
moi'e objects possesses the highest or the lowest degree of 
a given quality; as, James is the tallest of the three 
brothers. 

Verbs have five grammatical properties,— voice, 
mode, tense, person, and number. 

6. Voice distinguishes the relation of the subject to 
the action expressed by a transitive verb. 

a. A verb is in the active voice when its subject de¬ 
notes the doer of the action. 

Ex.— A violent storm overtook the ship. 

b. A verb is in the passive voice when its subject de¬ 
notes the receiver of the action. 

Ex.— The ship was overtaken by a violent storm. 


—192 — 


SYNOPSIS OF GRAMMAR. 

7. Mode denotes the manner of asserting action or 
being. 

a. The indicative mode is used to assert something as 
a fact; as, it was raining when we started . 

b. The subjunctive mode is used to assert something 
contrary to fact, or as a mere supposition; as, if it rain, 
we shall not go. Had he been at home, he would not 
have refused to see me. 

c. The potential mode is used to assert power, possi¬ 
bility, or necessity; as, you can go; you might go. 

d. The imperative mode is used to express a com¬ 
mand or a reguest; as, obey your parents. 

8. Tense denotes the time of an action or condition. 

a. The present tense denotes present action or condi¬ 
tion; as, I write letters every day. 

b. The past tense denotes past action or condition; as, 
I wrote to you yesterday. 

c. The future tense denotes future action or condi¬ 
tion; as, I will write to you again next week. 

d. The present-perfect tense denotes action or condi¬ 
tion finished in relation to present time; as, I have written 
two letters this morning. 

e. The past-perfect tense denotes action or condition 
finished in relation to past time; as, I had already written 
when I received your letter. 

f. The future-perfect tense denotes action or condi¬ 
tion finished in relation to future time; as, I shall have 
written this letter before you return. 


—193 — 


SYNOPSIS OF GRAMMAR. 

The person and number of a verb show its agree¬ 
ment with the person and number of its subject. 


Inflection is a change in the form of a word to express 
certain of its properties. It is of three kinds, declension , 
comparison , and conjugation. 

1. Declension is the orderly arrangement of the gen¬ 
der, person, number, and case forms of a noun or a 
pronoun. 

2. Comparison is the inflection of an adjective or an 
adverb to show different degrees of the same quality. 

3. Conjugation is the orderly arrangement of the 
voice, mode, tense, person, and number forms of a verb. 


A sentence is a group of words that makes complete 
sense. 

1. A sentence that affirms or denies is called a declar¬ 
ative sentence : The sky is red. The sun has not set. 

2. A sentence that asks a question is called an inter¬ 
rogative sentence : Has the sun set yet ? 

3. A sentence that expresses a command or an en¬ 
treaty is called as imperative sentence : See the sun. 

4. A sentence that expresses strong emotion is called 
an exclamatory sentence : How red the sky is! 

Every sentence consists of two parts called subject and 
predicate. 

The subject names that about which something is said; 
as, The sun has set. 




—194 — 


SYNOPSIS OF GRAMMAR. 

The predicate tells wliat is said about the subject; as, 
The sun has set. 

The simple subject is the subject without auy of its 
modifiers; as The yellow grain waves in the bright sun¬ 
light. 

The entire subject is the subject with all its modifiers; 
as, The yellow grain waves in the bright sunlight. 

The simple predicate is the predicate without any of 
its modifiers; as, The yellow grain waves in the bright 
sunlight. 

The entire p'redicate is the predicate with all its 
modifiers; as, The yellow grain waves in the bright sun¬ 
light. 


The union of a single subject and a single predicate 
forms a proposition. 

1. A sentence that consists of a single proposition is 
called a simple sentence. 

Ex.— Birds build their nests in springtime. 

2. A sentence that consists of two or more proposi¬ 
tions, of equal rank, and connected in thought, is called 
a compound sentence. 

Ex.— Welcome spring returns, and the happy birds 
begin to build their nests. 

3. A sentence that consists of an independent propo¬ 
sition and a dependent proposition, is called a complex 

sentence. 

Ex.— When spring returns, the birds begin to build 
their nests. 



—195 — 


SYNOPSIS OF GRAMMAR. 

A group of words that forms an expression by itself, 
but does not contain a proposition, is called a phrase. 

The chief kinds of phrases are the verb-phrase, the 
participial phrase , the infinitive phrase , and the preposi- 
tional phrase. 


The chief elements of the sentence are subject , pred¬ 
icate, adjective element , adverbial element , and objective 
element. 

The relation of a word to other words is called its 

syntax. 


RULES OF SYNTAX. 

1. A noun or a pronoun used as the subject of a finite 
verb is in the nominative case. 

2. A noun or a pronoun used as the attribute complement 
of a finite verb is in the nominative case. 

3. A noun or a pronoun used independently by address is 
in the nominative case. 

4. An ^appositive noun or pronoun is in the same case as 
the word which it explains. 

5. A noun or a pronoun used to denote an owner, or pos¬ 
sessor, is in the possessive case. 

6. A noun or a pronoun used as an object complement is 
in the objective case. 

7. A noun or a pronoun used as an indirect object is in the 
objective case. 

8. A noun used as an adverbial modifier is in the objective 


case. 




— 196 —■ 


RULES OF SYNTAX. 

9. A noun or a pronoun used as the subject of an infini- 
tive is in the objective case. 

10. A noun or a pronoun used as an attribute complement 
after an infinitive is in the objective case. 

11. A noun or a pronoun used as the object of a prepo¬ 
sition is in the objective case. 

12. A pronoun must agree with its antecedent in person, 

number, and gender. 

13. A finite verb must agree with its subject in person 
and number. 

14. Two or more subjects joined by and, and forming a 
compound subject, take a predicate verb in the plural. 

15. A compound subject consisting of two or more singu¬ 
lar subjects joined by or or nor , takes a verb in the singular. 

16. An adjective modifies a noun or a pronoun. 

17. An adverb modifies a verb, an adjective, or another 
adverb. 

18. A preposition shows the relation of its object to the 
word modified by the phrase. 

19. A conjunction connects words or groups of words. 

20. An interjection has no syntax. 

PAUSING. 

Parsing consists in telling what part of speech a word 
belongs to, naming its properties, if any, telling how it 
is used in the sentence, and giving the appropriate rule of 
syntax. 

To parse a noun — 

1. Tell whether it is common or proper. 

2. Give its gender, person, number, and case. 

3. Give its syntax. 


— 197 - 


PARSING. 

To parse a pronoun — 

1. Name its kind. 

2. Name its antecedent. 

3. Give its gender, number, person, and case. 

4. Give its syntax. 

To parse an adjective — 

1. Name its kind.. 

2. Name its degree, and compare it, if subject to com¬ 

parison. 

3. Tell wliat it modifies. 

To parse a finite verb. 

1. Tell whether it is regular or irregular. 

2. Give the principal parts, if irregular, 

3. Tell whether transitive or intransitive. 

4. If transitive, tell the voice. 

5. Give its mode, tense, person, and number. 

6. Name its subject. 

To parse a participle — 

1. Parse it as a verb. 

2. Parse it as an adjective. 

To parse an infinitive — 

1. Parse it as a verb. 

2. Parse it as a noun, adjective, or adverb. 

To parse a gerund — 

1. Parse it as a verb. 

2. Parse it as a noun. 

To parse an adverb — 

1. Name its kind. 


— 198 - 


PARSING. 

2. Name its degree, and compare it, if subject to com¬ 

parison. 

3. Tell what it modifies. 

To parse a preposition, tell what words it shows the 
relation between. 

To parse a conjunction — 

1. Name its kind. 

2. Tell what it connects. 

To parse an interjection,, simply say that it has no 
syntax. 

Parse each word in the following sentences:— 

1. Each ready archer grasped his bow.— Scott. 

2. The shadows flicker to and fro. — Tennyson. 

3. Unlavish wisdom never works in vain.— Thomson. 

4. Day dawns upon the mountain’s side. — Scott. 

5. Bright mosses crept over the spotted trunks. 

— Bryant. 

G. While we are gazing, in swifter haste 

Streams down the snow till the air is white. 

— Bryan t. 

7. Wake ye from your sleep of death, 

Minstrels and bards of. other days! 

— Scott. 

8. Sweet was the sound when oft at evening’s close 

Up yonder hill the village murmur rose. 

— Goldsmith. 

9. Indolence inclines a man to rely upon others and not 

upon himself, to eat their bread and not his own. 

— Beecher. 


— 199 


STUDY OF A UOEM. 

Use the following selection as an exercise for parsing 
and general review. 

BIRDS IN SUMMER. 

How pleasant the life of 
a bird must be, 

Flitting about in each 
leafy tree,— 

In the leafy trees so broad 
and tall, 

Like a green and beauti¬ 
ful palace-hall, 

With its airy chambers, 
light and boon, 

That open to sun, and 
stars, and moon, 

That open unto the bright 
blue sky, 

And the frolicsome winds as they wander by! 

They have left their nests in the forest bough, - 
Those homes of delight they need not now, — 

And the young and the old they wander out, 

And traverse their green world round about. 

And hark! at the top of this leafy hall, 

How one to the other they lovingly call. 

“Come up! come up!” they seem to say, 

“Where the topmost twigs in the breezes sway. 

“Come up, come up, for the world is fair, 

Where merry leaves dance in the summer air.’ 

And the birds below give back the cry,— 

“We come, we come to the branches high!” 





— 200 — 


STUDY OF A POEM. 

How pleasant the life of a bird must be, 

Flitting about in a leafy tree! 

And away through the air what joy to go, 

And to look on the bright, green earth below! 

How pleasant the life of a bird must be, 

Skimming about on the breezy sea, 

Cresting the billows, like silvery foam, 

And then wheeling away to its cliff-built home! 

What joy it must be to sail, upborne 

By a strong, free wing, through the rosy morn, 

To meet the young sun face to face, 

And pierce like a shaft the boundless space! 

How pleasant the life of a bird must be, 

Wherever it listeth, there to flee; 

To go, when a joyful fancy calls, 

Hashing adown ’mong the waterfalls, 

Then wheeling about with its mates at play, 
Above, and below, and amid the spray, 

Hither and thither, with screams as wild 
As the laughing mirth of a rosy child! 

What a joy it must be, like a living breeze 
To flutter about ’mong the flowering trees; 

Lightly to soar, and to see beneath 
The wastes of the blossoming purple heath 
And the yellow furze like fields of gold 
That gladden some fairy regions old! 

On mountain tops, on the billowy sea, 

On the leafy stems of the forest tree, 

How pleasant the life of a bird must be! 

— Mary Howitt , 


201 — 


ANALYSIS — SIMPLE SENTENCES. 

To analyze a simple sentence — 

1. Point out tlie entire subject, and the entire predi¬ 
cate. 

2. Point out the subject noun or pronoun, and, if 
modified, tell by what it is modified. 

3. Point out the predicate verb. If incomplete, point 
out and classify its complements. If modified, point out 
and classify its modifiers. In analysis, a verb-phrase 
may be treated as a simple verb. 

A phrase element is analyzed by pointing out the 
parts that compose it, and telling how each is used. 

A compound element is analyzed by pointing out its 
co-ordinate parts, and telling how they are connected. 

As a preliminary to analysis, the sentence itself should 
be classified 

Model. Our neighbors garden is full of tall weeds. 

This is a simple declarative sentence. Our neighbors 
garden is the entire subject; is full of tall weeds is the 
entire predicate. 

The subject noun is garden , modified by the posses¬ 
sive noun neighbor's , which is modified by the possessive 
pronoun our. 

The predicate verb is the copula is , completed by the 
predicate adjective full , which is modified by the adverb¬ 
ial prepositional phrase of tall weeds , consisting of the 
preposition of and its object weeds , modified by the ad¬ 
jective tall. 

1. The farmer’s barn is full of grain. 

2. The light canoe glides through the water. 


— 202 — 


EXERCISE — SIMPLE SENTENCES. 

Use the following sentences as an exercise for analysis 
and parsing:— 

1. Morning dawns. 

2. Darkness has disappeared. 

3. The bright dewdrops sparkle on the grass. 

4. The leafy grove invites us to its pleasant shade. 

5. The gentle June breezes are warm and mild. 

6. The ant and the bee are industrious insects. 

7. Our country’s flag is freedom’s banner. 

8. John Milton, the blind poet, wrote 4 ‘Paradise Lost.” 

9. The honey-laden bee flies swiftly homeward. 

10. A vivid flash of lightning illumined our path. 

11. The sun gives us light and heat. 

12. The tall vessel’s sharp prow cleaves the waves. 

13. The dry leaves rustle in the wind. 

14. Darkness recedes before the approach of light. 

15. The hum of busy insects is heard among the flowers in the 

garden and by the wayside. 

16. The golden grain waves in the bright sunlight of June. 

17. A soldier’s life is seldom free from danger. 

18. Many brave men perished in the vain struggle for liberty. 

19. A bird in the hand is worth two in the bush. 

20. The timid beggar, frightened by the savage barking of a 

large dog, turned to run. 

21. A desire to outshine others often leads to extravagance 

and ruin. 

22. The incessant pealing of thunder drowned the roaring of 

the torrent. 

23. The trees in the orchard are laden with fruit. 

24. On the stranger’s dim and dying eye 

The soft, sweet pictures of his childhood lie. 


ANALYSIS—COMPLEX SENTENCES. 


The analysis of a complex sentence differs from that 
of a simple sentence only in the fact that one of the sub¬ 
ordinate elements is a clause. This may form part of 
either subject or predicate. After its use in the sentence 
has been explained, a subordinate clause should be 
analyzed in the same manner as a simple sentence. 

Write a sentence containing a noun clause used as 
subject—as attribute complement—as object comple¬ 
ment — as an appositive. 

Write a sentence containing an adjective clause — an 
adverbial clause. 

Analyze each sentence that you have written. 

Use the following sentences as an exercise in analysis 
and parsing: — 

1. Ere the early bed-time came, 

The white drift piled the window-frame. — Whittier. 

2. Carve every word before you let it fall. — Holmes. 

3. That country is the fairest which is inhabited by the 

noblest mind-s. — Emerson. 

4. Improve each moment as it flies.— Johnson. 

5. Smooth runs the water where the brook is deep. — 

Shakespeare. 

6. Seek the primrose where it springs. — Hemans. 

7. My eyes make pictures when they are shut. 

— Coleridge. 

8. Weep not that the world changes.— Bryant. 

9. Ill blows the wind that profits nobody. — Shakespeare. 

10. Each warrior vanished where he stood.— Scott. 

11. He that complies against his will 

Is of the same opinion still. — Butler. 


— 204 - 


ANALYSIS—COMPOUND SENTENCES. 


To analyze a compound sentence — 

1. Divide it into its members, and tell liow they are 
connected. 

2. Analyze each member separately. If the mem¬ 
bers are simple sentences, analyze each in the same 
manner as a simple sentence. If any member is com¬ 
plex, analyze it as a complex sentence. 

Write five compound sentences, each consisting of 
simple members. 

Write five compound sentences, each containing a 
complex member. 

Analyze the sentences you have written. 

Analyze the following sentences:—- 


1. Help yourself, and others will help you. 

2. Straws swim on the surface, but pearls lie at the 

bottom. 

3. Art is long, and time is fleeting.— Longfellow. 

4. My boat is on the shore, 

And my bark is on the sea. — Byron. 

5. The war-pipes ceased, but lake and hill 
Were busy with their echoes still.— Scott. 

6. Charms strike the sight, but merit wins the soul. 

— Pope. 


7. The world is happy, the world is wide.— Lowell. 

8. The way was long, the wind was cold, 

The minstrel was infirm and old. — Scott. 

9. The fields are still, the woods are dumb, 

In glassy sleep the waters lie.— Bryant. 


- 205 - 


EXERCISE — MISCELLANEOUS SENTENCES. 

Use the following sentences as an exercise for classi¬ 
fication, analysis, and parsing: — 

1. I stand upon my native hills again.— Bryant. 

2. The breeze came softly down the brook.— Scott. 

3. Where the shadows deepest fell, 

The wood-thrush rang his silver bell.— Whittier. 

4. Each morning sees some task begin, 

Each evening sees it close. — Longfellow. 

5. No fairies in the Mayflower came.— Lowell. 

6. Shall I refuse the gifts they send to me? 

— Longfellow. 

7. No rich perfumes refresh the fruitful field, 

Nor fragrant herbs their native incense yield.— Pope. 

8. The rising moon has hid the stars. — Longfellow. 

9. The eve, that slow on upland fades, 

Has darker closed on Rokeby’s glades.— Scott. 

10. Triumphant music floats along the vale.— Goldsmith. 

11. Poet, I come to touch thy lance with mine. 

*— Longfellow. 

12. Repine not at thy lot. — Byron. 

13. Oh, what a tangled web we weave, 

When first we practice to deceive! — Scott. 

14. Choose the timbers with greatest care. — Longfellow. 

15. Where is the true man’s fatherland? — Lowell. 

16. How beautiful is the rain!— Longfellow. 

17. No vernal blooms their torpid rocks array, 

But winter, lingering, chills the lap of May. 

— Goldsmith. 


— 206 — 


EXERCISE. 

Use the following selections as an exercise for classifi¬ 
cation of sentences, for analysis, and for parsing: — 

1. Do not look for wrong and evil; 

You will find them if you do. 

As you measure for your neighbor, 

He will measure back to you. 

Look for goodness, look for gladness; 

You will meet them all the while. 

If you bring a smiling visage 
To the glass, you meet a smile. 

— Alice Cary. 

2. If you’ve tried, and 'have not won, 

Never stop for crying; 

All that’s great and good is done 
Just by patient trying. 

— Phcebe Cary. 

3. The rolling seasons pass away, 

And Time, untiring, waves his wing; 

Whilst honor’s laurels ne’er decay, 

But bloom in fresh, unfading spring. 

— George Gordon Byron. 

4. Tell me not in mournful numbers, 

Life is but an empty dream, 

For the soul is dead that slumbers, 

And things are not what they seem! 

Life is real, life is earnest, 

And the grave is not its goal; 

Dust thou art, to dust returnest, 

Was not spoken of the soul. 

— Henry Wadsworth Longfellow. 


— 207 - 


EXERCISE. 

Use the following selections as an exercise for classifi¬ 
cation of sentences, for analysis, and for parsing:_ 

1. On woodlands ruddy with autumn 

The amber sunshine lies; 

I look on the beauty ’round me, 

And tears come into my eyes. 

— William Cullen Bryant . 

2. Bland as the morning breath of June 

The southwest breezes play; 

And through its haze the winter noon 
Seems warm as summer’s day. 

The snow-plumed Angel of the North 
Has dropped his icy spear. 

Again the mossy earth looks forth, 

Again the streams gush clear. 

— John Greenleaf Whittier . 

3. I stood on the bridge at midnight 

As the clocks were striking the hour, 

And the moon rose o’er the city, 

Behind the dark church-tower. 

— Henry Wadsworth Longfellow. 

4. What are monuments of bravery 

Where no public virtues bloom ? 

What avail, in lands of slavery, 

Trophied temples, arch, and tomb ? 

— Thomas Campbell 

5. Trees bend down with plum and pear. 

Rosy apples scent the air, 

Nuts are ripening everywhere. 


— Mrs. Hawtry . 


— 208 


LETTER-WRITING. 

The formal parts of a letter are the five following: — 

1 . The Heading , consisting of Place and Date. 

2. The Introduction , consisting of Address and Salutation. 

3. The Body of the Letter. 

4. The Conclusion , consisting of Complimentary Close and 
Signature. 

5. The Superscription , consisting of the Address written 
on an envelope. 

The Place is the writer's address. 

The Date includes the name of the month, the num¬ 
ber of the day of the month, and the number of the year, 
when the letter is written. 

The Address includes the name and the residence of 
the person to whom the letter is written. 

The Salutation consists of one of the following forms, 
or some similar expression: - 

Sir: — Dear Sir:- — Sirs: — Gentlemen: — Madam: — 
Dear Madam: — Dear Father: — Dear Mother: — My 
dear Brother'. — 

The Body of the Lette>' is the letter itself. 

The Complimentary Close consists of one of the fol¬ 
lowing expressions, or one similar: — 

Yours truly — Yours very truly — Yours respectf ully 
- hespectfully yours — Your friend — Your affectionate 
daughter — Your dutif ul son — Sincerely yours. 

The Signature is the name of the writer. 

Sometimes the name and residence of the person to 
whom the letter is addressed is written at the close of the 
letter, a little lower and at the left of the signature. 


— 209 — 


LETTER - WRITING. 


(Heading) 
Lincoln, Ill., 

May 18, 1900. 

(Introduction) 

Messrs. Jones & Brown, 

444 Blank St., 

Chicago, Ill. 

Gentlemen: — 

• Body of Letter) 

(Conclusion) 

Yours truly, 

Joseph Richardson. 


(Superscription) (Stamp) 

Messrs. Jones & Brown, 

444 Blank St., 

Chicago, 

Ill. 










— 210 - 


FORMS OF LETTERS. 


Copy the following letters: — 

Sullivan, Ill., 

Jan. 1, 1901. 

A. Flanagan Company, 

Chicago, Ill. 

Gentlemen: — 

Please send me one copy of “Aunt Martha’s 
Corner Cupboard,” for which I inclose a postal note for 
40 cents. 

Yours truly, 

(Mrs.) Caroline Woodford. 
Thursday Morning, May 5, 1900. 

Miss Richards, 

You will please excuse Mary for non-attendance 
at school yesterday, as she was unavoidably detained at 
home. 

(Mrs.) Sarah Wilson. 


Waterman, De Kalb Co., Ill., 

Dec. 20, 1900. 


The Century Co., 

33 East 17th Street, 

New York. 


Gentlemen:— 

For the inclosed money order ($3.00) please send 
to my address “St. Nicholas” for one year, beginning 
with January, 1901. 

Yours truly, 

Henry Field. 


— 211 — 


FORMS OF LETTERS. 

Copy the following letters: — 

LETTER OF INVITATION. 

Miss Ida James requests the pleasure of Miss Dora 
Roberts’s company on Wednesday evening, May 25th, 
at eight o’clock. 

4121 Prairie Ave. 

LETTER OF ACCEPTANCE. 

Miss Dora Roberts has much pleasure in accepting 
Miss Ida James’s kind invitation for Wednesday even¬ 
ing, May 25th. 

220 East 35tli Street. 

LETTER OF REGRET. 

Miss Dora Roberts regrets that a previous engage¬ 
ment renders it impossible for her to accept Miss Ida 
James’s kind invitation for Wednesday evening, May 
25th. 

220 East 25th Street. 


- 212 - 


INDEX. 


Abbreviations, 11. 

Names of Persons, 11. 
Titles, 13. 

Names of States, 14. 
Names of Months, 18. 
Addresses, 15. 

Adjectives, 73, 187. 

A and The, 75, 78. 
Demonstrative, 79. 
Numeral, 80. 
Distributive, 81. 
Descriptive, 85, 187. 
Definitive, 85, 187. 
Interrogative, 86. 
Proper, 87, 187. 
Comparison of, 89, 90. 
Predicate, 74, 95. 
Adverbs, 93, 189. 

Manner, 95, 92, 189. 
Place, 96, 189. 

Time, 97, 189. 

Degree, 98, 189. 

Modal, 99, 189. 
Conjunctive, 175. 
Comparison of, 101. 
Analysis, 31, 32, 49, 201. 
Antecedent, 54. 
Apposition, 165. 

Attribute Complement, 74. 
Auxiliaries, 127, 188. 


Case, 56, 57, 190. 

Chief Elements, 195. 
Clauses, 174. 

Nouns, 177. 
Adjectives, 178. 
Adverbial, 179. 
Commands, 27. 
Comparison, 193. 
Adjectives, 89, 90. 
Adverbs, 101. 
Complements, 

Attribute, 74. 

Object, 64, 65. 
Compound Elements, 172, 
Conjugation, 127, 193. 
Conjunctions, 171, 186. 
Co-ordinate, 171, 189. 
Subordinate, 175, 189. 
Contractions, 1U0, 153. 
Copula 61, 188. 

Dates, 18. 

Declensions, 58, 193. 
Nouns, 58. 

Pronouns, 72. 

Degree, 191. 

Emphatic Forms, 151. 
Exclamations, 28. 

Gender, 55, 189. 

Gerund, 110, 189. 
Indirect Object, 163. 


— 213 - 


Infinitives, 105, 197. 
Inflection, 193. 

Initials, 10. 

Interjections, 181, 186. 
Letter-writing, 208. 

Lie and Lay , 155. 

Mode, 115, 192. 

Names of Persons, 10. 
Nouns, 6, 186. 

Proper, 9, 187. 
Common, 19, 187. 

As Adjectives, 88. 

As Adverbial Modifiers, 

102 . 

Predicate, 61. 

Number, 39, 190. 

Nouns, 40-47. 
Pronouns, 48. 

Verbs, 50. 

Objects, 5, 7. 

Object, Direct, 64 65. 

Indirect, 163. 

Parsing, 196-198. 
Participles, 107, 189. 

In Verb Phrases, 107. 
As Adjectives, 109. 
Parts of Speech, 186. 
Person, 53, 190. 

Phrases, 195. 

Verb, 106. 

Participial, 169. 
Infinitive, 170. 


Predicate, 30, 194. 
Prepositions, 157, 158, 186. 
Progressive Forms, 108, 147. 
Pronouns, 37, 187. 

Personal, 53, 187. 
Relative, 176, 187. 
Interrogative, 65, 187. 
Possessive, 63, 71. 
Predicate, 62. 

Properties of Words, 191. 
Propositions, 173, 194. 
Questions, 23. 

Quotations, 112. 

Rules of Syntax, 195, 196. 
Rise and Raise , 156. 
Sentences, 29, 193. 
Declarative, 29, 193. 
Interrogative, 29, 193. 
Imperative, 29, 193. 
Exclamatory, 29, 193. 
Simple, 173, 194. 
Compound, 174, 194. 
Complex, 175, 194. 

Sit and Set, 154. 

Statements, 21. 

Subject, 30, 193. 

Syntax, 195. 

Tense, 116, 119, 192. 

Titles, 12. * 

Verbs, 20, 188. 

Finite, 38, 189. 
Prepositional, 161, 162 


— 214 


Verbs, Intransitive, 113, 
188. 

Regular, 120, 188. 
Irregular, 120, 121, 125, 
188. 

Redundant, 120, 126, 
188. 


Defective, 120, 127, 188. 
Transitive, 113, 188. 
Verbs, Principal, 127, 188. 
Auxiliary, 127, 188. 
Principal Parts, 120. 
Conjugation, 127, 193. 
Voice, 114, 191. 


INDEX OF SELECTIONS 


All Have Work to Do. 

An April Welcome. 

Birds in Summer. 

Coasting. 

Kittie to Kriss. 

.. . . 133 

... 33 

. 167 

The Barefoot Boy. 


The Daisy. 

.91, 103, 111, 117 

The Prairie on Fire. 


The Rain. 


The Old Oaken Bucket. 


The Two Friends . 


The Rainbow. 

. 16 

The Sleighride. 


The Song of the Brook .... 


The Violet. 


Waiting for the May. 


Woods in Winter. 

































































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